Group Spelling

Co-operative learning is not something that is done over and above the normal classroom activities, but should be integral to the way the classroom operates at all times. Once the basic principles (PIGSF) are understood it is important to try and develop individualistic activities into co-operative ones.

One such example is the use of co-operative learning with spellings.

PURPOSE

To improve the learning of facts, spellings, tables etc.

RELEVANT SKILLS

Listening, sharing ideas, coaching, encouraging, suggesting ways of learning, talking quietly, giving feedback, helping recall

STEPS

1. Divide the class into mixed ability groups for spelling on the basis of prior test results. Use group cohesion techniques if necessary.
2. Test the youngsters on the spelling list required.
3. Mark the test and ask each group to collect a group score.
4. The group score could be posted on the wall. Only the group score is ever made public and only if the teacher considers this appropriate. The individual scores are only known by the teacher and members of the group.
5. Groups brainstorm all of the different ideas they have for learning their spellings.
6. Have the groups share (Numbered Heads etc.) their ideas and make a list on the wall, eg break into pieces, phonetics, word roots etc.
7. The groups are then told their goal is to see how much they can improve the group score using any of the methods discussed previously.
8. Give a period of time for learning co-operatively and then retest.
9. Mark the retest and look at the group scores for improvement.

P I G S F

Positive interdependence

High. This is ensured by the establishment of a shared goal. Everyone is trying to improve their own performance and therefore that of the group. Highlight group performance and improvement.

Individual accountability

High. Students are accountable for sharing ideas and supporting each others learning. There is a responsibility to improve own performance for the sake of the group as well as oneself. Tracking of individual performance by the teacher.

Group reflection

High and constant in a number of ways. Groups reflect on such questions as;

• How well have we worked as a team? How might we do better?
• How well are we using group skills?
• Why is our spelling improving?
• What do we need to do to improve further?
• What strategies are we using? Which ones work best?

Social skills

Will be taught as needed and will be dependant on the age and skill levels of the students. Not all skills need to be taught at once but as the need arises.

Encouraging, helping without giving answers, asking for help, explaining, suggesting ways of learning, reflecting.