The Teaching and Evaluating the Collaborative Process step is the most important that requires more time to plan and execute. The result of a cooperative learning process is determined by how well the group can communicate to each other effectively without misunderstanding. Moreover, learning how to communicate individuals ideas and feelings give confidence to individuals and enable a successful goal achievement.
Tutors and another teaching staff can effectively choose the members of groups in monitoring performance stage (Borich). During this state, members have already conceptualized what is supposed to be done and played their part. Thus, it prudent to separate individuals according to their capabilities to ensure the achievement of goals. Moreover, it is important to use different ways of monitoring to ensure keeping track on each group activities. Moreover, it is important to establish problems and rectify them as the group progresses.
Active un-involvement can be incorporated in a cooperating learning tasks by assigning tasks that require division of labor (Borich). In addition, un-involvement in a group can be minimized by integrating members of the group’s role to correct each other when they err in their roles (Borich). Furthermore, passive and active un-involvement can be solved by encouraging the poor and slow learners to work hard to achieve the group goal (Borich). However, the best way to deal with non-engaged performers in a group is by assigning individual roles to group members (Borich). Through this, each member will have to engage other when he or she is in a difficult ...Show more