Supporting Diverse Young Adolescents: Cooperative Grouping in Inclusive Middle-Level Settings

Autor/inn/en	Miller, Nicole C.; McKissick, Bethany R.; Ivy, Jessica T.; Moser, Kelly
Titel	Supporting Diverse Young Adolescents: Cooperative Grouping in Inclusive Middle-Level Settings
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90 (2017) 3, S.86-92 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2017.1285661
Schlagwörter	Middle School Students; Classroom Techniques; Individualized Instruction; Cooperative Learning; Grouping (Instructional Purposes); Teamwork; Special Education; Program Implementation; Performance Factors; Teaching Methods; Inclusion + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Klassenführung; Individualisierender Unterricht; Kooperatives Lernen; Grouping; Gruppenbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Leistungsindikator; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion
Abstract	The middle level classroom presents unique challenges to educators who strive to provide opportunities that acknowledge learner diversity in terms of social, cognitive, physical, and emotional development. This is confounded even further within inclusive middle-school classrooms where the responsibility to differentiate instruction is even more critical. One way to meet the needs of "all" students is through cooperative grouping. Through cooperative grouping, middle-level educators can differentiate instruction and promote active learning by leveraging the naturally social nature of young adolescents. In this article, the authors present research on cooperative grouping as well as several considerations for effectively designing and implementing cooperative grouping for middle-level learners in an inclusive setting. Suggestions and examples with regard to group size, membership, group structure and roles, and classroom management and clear expectations are provided. Additionally, the four-clue group strategy is presented as a specific instructional method to support effective group learning experiences in the inclusive middle-level classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01