Cooperative and Collaborative Activities
Level A
Adult learners can participate in Level A cooperative learning activities even if they are not in the
same place at the same time and regardless of their skill level.
- A group poem: Select a topic for the poem, such as influential people. Each student
selects a person to be added to the first line and then writes a stanza to be added
anywhere in the poem. This can be added to by learners in different classes, for no
consultation between writers is needed.
- Learner-generated lessons: One learner reads a story and writes questions about the
plot, theme, characters, etc. Learner two reads the story and answers the questions.
Learner one checks learner two's answers. Alternately, learner one could choose places
for learner two to stop and predict what will happen next in the story, giving the same kind
of feedback as above. Learners one and two can repeat the exercise changing roles.
- News Sheet: The class or a combination of classes or learners from various classes may
create a quarterly or monthly newsletter. Adult learners can establish and commit to
contributing certain columns; adult learners can select the focus; adult learners can try on
the roles of writer, editor, proofreader.
- Anthology: Adult education students from various classes in the program could contribute
to an anthology of writings. The writings can cover all subject areas. Again students can
try on roles of writer, editor, and proofreader as well as designer and publicist. Teachers
can host an authorsí signing party when the anthology is published.
Level B
Adult learners of varying abilities can still work together cooperatively in Level B. However, Level B
groups must meet face-to-face, if only for a session or two. The work may involve sharing indi
vidual work already done or meeting to learn a new skill/strategy. Because of the face-to-face
interaction, Level B groups do allow members to experience firsthand that people access and apply
the same skills in very different ways.
- Knowledge Guide: Groups can meet to learn to use the Knowledge Guide Strategy for
reading. Adult learners will be taught the strategy as a small group; they will then practice
the strategy on their own; finally they will return to the small group to share their experiences
using the Knowledge Guide Strategy and to work out any questions that came up
as they practiced it. The second group meeting may actually provide answers to questions
learners generated for column 4 of the Knowledge Guide.
Knowledge Guide Strategy: Learners divide their papers into four columns. In the first
they list what they already know about the topic that they are going to read about. In the
second they list 3 – 5 questions that they think might be answered by this reading. In the
third they record their answers to the questions from column 2. In the fourth column
readers record questions that they still wonder about.
- Vocabulary Columns: Groups can meet to learn to use Vocabulary Columns strategy.
They can then practice it independently or as a group or in pairs and return to the larger
group to use the strategy as a study guide. All levels of learners can work together to
learn the Vocabulary Columns Strategy, but learners working on similar levels work better
together to complete the strategy and study from it.
Vocabulary Columns Strategy: The learner divides his paper into 4 columns. In
column 1, the learner writes the word to be learned. In column 2 is written a
special association (a hint) related to the meaning of the word. In column 3 an
antonym is listed and in column 4, a synonym or definition is written.