- Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect on learning (Marzano, Pickering, & Pollock, 2001).
- Low-ability students perform worse when grouped in homogeneous ability groups (Kulik & Kulik, 1991, 1997; Lou et al, 1996).
- There may be no other instructional strategy that simultaneously achieves such diverse outcomes as cooperative grouping. The amount, generalizability, breadth, and applicability of the research on cooperative, competitive, and individualistic efforts provides considerable validation of the use of cooperative learning to achieve diverse outcomes, including achievement, time on task, motivation, transfer of learning, and other benefits (Cohen, 1994a; Johnson, 1970; Johnson & Johnson, 1974, 1978, 1989, 1999a, 2000; Kohn, 1992; Sharan, 1980; Slavin, 1977, 1991).
- Cooperative learning can be ineffective when support structures are not in place (Reder & Simon, 1997).
I would give a chapter test and see who needs improvement and what students performed at a mastery level. In the next chapter I will use cooperative group learning. I will put the mastery students in with the novice learning students. I would divide the students and make sure they work in a heterogeneous cooperative learning groups.