This will help to ease up students who might find it difficult to interact for fear of being judged. The follow-up activity will concern organizing the students into small groups. Each group has the responsibility of accomplishing a particular task.
The next step in introducing cooperative learning will be assigning roles and responsibilities of each member of the group. This activity helps in the organization of work and contributes positively to timely and effective learning (Tomlinson, 2004). The positions of some of the members of the group can be the ‘starter’, ‘taskmaster/encourager’, ‘reader’, ‘praiser’, ‘researcher’, or recorder. The starter is the person who initiates the processes or supervises the uses of materials. The encourager is responsible for motivating other members of the group to contribute positively. The reader can make sure everyone in the group has identical information and understand the goals of the task. . The praiser is responsible for reinforcement of contribution from others. The researcher obtains additional information needed by the group while the recorder puts down the proceedings on paper. The responsibilities are not necessarily restricted to any one person.
The above is an example of how cooperative learning can be implemented in an elementary classroom. However, the age of the students demands constant check up by the teacher to ensure that the learning process is on the right