Speed dating cooperative learning

I taught English language arts and my students kept journals, so I got to know them well.But when I think about my less-motivated kids, I’m not so sure I can say the same.Now I’m thinking about Matt, another one of my unmotivated seventh graders, who was incredibly smart.

Now that I know more about differentiation and choice, I realize I could have had a conversation with Matt about letting him work ahead on some things.

It can also mean a lot more prep work: If you’re going to give students three different options for an assignment, that means you have to prepare all three options ahead of time. Isn’t that kind of prep work more in line with worksheet-oriented teaching, where students are doing low-level work that was largely prepared by the teacher?

If students are engaged in more long-term, authentic, creative projects, it’s much easier to provide them with choices, because we aren’t constantly trying to provide them with new busywork every day.

You are able to reach many of your students, but others are unreachable.

No matter what you try, they have no interest in learning, no interest in doing quality work, and you are out of ideas.

Search for speed dating cooperative learning:

speed dating cooperative learning-69speed dating cooperative learning-88

When I talk with teachers about the problem, I don’t hear much about the research. It’s certainly easier to blame outside forces than it is to make big changes in the way we teach.

Leave a Reply

Your email address will not be published. Required fields are marked *

One thought on “speed dating cooperative learning”