Diverse and Exceptional Students Take Ownership for Cooperative Learning Through Video Self-Reflection

• In Event: Research in Literacy and Disability

Abstract

Research on the benefits of cooperative learning for students with disabilities and culturally and linguistically diverse exceptional learners has demonstrated mixed results, particularly in regards to group processing. Using Collaborative Strategic Reading (CSR), this mixed-methods study examined the use of video for group processing self-reflection for 7 heterogeneous cooperative groups in one 7th grade social studies class. Students' collaboration was videoed pre-and post-intervention to determine change in engagement. Intervention included videoing of cooperative work as students engaged in CSR. Students then watched their work and discussed their collaboration in a research led dialogue. Following intervention, findings revealed an overall increase in time on task for all students with increased participation of diverse and exceptional learners in content related discussions.

Authors

• Brooke Anne Moore, University of Colorado - Boulder

• Clara E. Smith, Colorado University - Boulder

• Amy Lynn Boele, University of Colorado - Denver

• Alison Gould Boardman, University of Colorado - Boulder

• Janette K. Klingner, University of Colorado - Boulder