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When groups are generated, not every person in that group is the same as one another. This could cause issues between some of the group members (Clifford, 2011). My students are all at different cognitive levels which creates a very diverse group. As a teacher, I must keep in mind that not all of my students understand concepts and I must stay on top of the group to make sure they are all retaining information correctly.

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Using real world problems is useful because students are able to use what they have learned in a real problem rather than using something artificial (Clifford, 2011). For my students, learning real world examples is important because they are able to gain skills they will need for actual situations that could happen. My students are at lower cognitive levels so they need examples acted out and they must be able to see what happens and how to conquer that situation.

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Consider the learning process itself as part of the assessment

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Consider the learning process itself as part of the assessment

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Many studies have shown that "cooperative learning helps children develop social and interpersonal skills" which is "just as important as the learning itself" (Clifford, 2011). For my students, grades are less important than showing actual progress in their learning. My students are at low cognitive levels and most do not succeed on tests so when they are able to show what they have learned, it is a huge accomplishment.

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Making students take a test before they begin group work and after they complete group work is a great tool to see if students are learning during their group work
(Clifford, 2011). For my students, it is important that I have a way to gauge their learning and see what they know before an assignment and what they have gained after completing an assignment.

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Clifford, Miriam. (2011). 20 Collaborative learning tips and strategies for teachers. Teachthought.

Connell, Genia. (2013).15 quick and creative ways to group and partner students. Scholastic.

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1. Create a Pre-Test and Post Test
2. Consider the learning process itself as part of the assessment
3. Use real world problems
4. Keep in mind the diversity of the group

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Team Shake is an application that can be used on your phone. The teacher inputs specifications and student names and then shakes the phone and it generates groups (Connell, 2013). This is also a great tool for me to use to pair my students so my students are not required to do any upper level thinking and they are still paired according to my specifications.

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1. iPartners on Speed Dial
2. Book Cover Puzzles
3. Super Teacher Tools Website
4. Team Shake

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Teachers will use the website, Super Teacher Tools. The website allows you to enter all of your students and it will generate a group based on the size you have chosen (Connell, 2013). This website is a great tool because it requires my students to not have to be able to read or do anything that involves too much higher thinking since I am working with students with intellectual disabilities. I can simply pair up my students and divide them into groups randomly.

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Teachers will scan book covers and cut them into puzzle pieces and laminate them. Puzzle pieces are then given to students and they must find the other students who have the pieces to complete their puzzle. When they find all pieces, they will have their group they will work with (Connell, 2013). This is a great tool for my students because they are able to use puzzle pieces to help them with their social skills as well as helping them to form a group. My students are able to do small puzzles independently so this would work very well for them.

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When using this strategy, the teacher will print out images of a contact list and a keypad from an iPhone. Students will then go around the room and find six partners who they can add to their contact list. When the time comes to pair up, students will be told to pair up with a certain number on their contact list ( Connell, 2013). With my students, this would be a great tool because they are all familiar with iPhone and iPads. My students know their numbers from 1-10 and teacher aides would be able to help students with recognizing names.

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Teaching High School Life Skills/ Special Education

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Teaching High School Life Skills/ Special Education

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Teaching High School Life Skills and Special Education is a lot different than teaching general education students at that age. Many of the teaching and collaboration strategies used with my students relate to elementary strategies since my students are at a lower cognitive level and some of my students are not verbal.