Decades of research have demonstrated that working in small, structured teams — that is, cooperative learning — is one of the most effective ways for students to master the curriculum. And kids who learn cooperatively typically make significant social, as well as academic, gains.

Of course, cooperative learning is challenging for students with ADD. These kids may veer off-topic repeatedly, frustrating others in the group — or have trouble meeting deadlines or taking guidance from others. But don’t let these potential problems discourage you from trying cooperative learning. If you structure it carefully, group work can be effective for all of your students, including ADDers.

Cooperative learning consists of five elements:

1. Positive interdependence

Make it clear that the group will be considered successful only if each member is successful individually. Remind them that all members are working toward the same goals and rewards, and that they will use the same resources to attain them. Celebrate the efforts of each group, and praise successes as they occur.

2. Individual accountability

Let the group know that each member is responsible not only for learning the material, but also for making sure that all other members of the group learn the material.

One strategy is to assign each team member one part of the overall project. If the group is supposed to analyze the poetry of Robert Frost, for example, let each student pick one poem to read and interpret for the rest of the group. Breaking the assignment into smaller pieces will make it easier for ADD students to stay focused. Allowing ADDers to take on responsibilities that draw on their strengths and interests will keep them motivated.

3. Face-to-face interaction

Students should be seated together — ideally, in groups of three or four — so that all members work facing each other. Students who see eye-to-eye are likely to share materials, encourage each other’s contributions, and promote the group’s productivity.

Circulate among the groups, to observe and answer questions (and give ADDers verbal reminders and visual prompts). Establish a signal, such as a bell or whistle, to get everyone’s attention quickly.

4. Interpersonal skills

Not all students—and particularly those with ADD — come to school possessing the skills needed to work collaboratively. Teachers must teach teamwork as carefully as they teach academic skills.

Each group should be made up of strong students and students who need extra help. When possible, children with ADD should be placed in groups with students who can be role models. Designate jobs for each group member (reader, recorder, materials handler, and so on). See that each student gets a chance to play each role.

5. Group processing

Members of the group should periodically discuss how they are working together and whether they are on track to meet their goals. After each group session, encourage members to ask two key questions: “What did we do well as a group?” and “What could we do better?” Teachers should weigh in with their own appraisals of each group’s functioning, as well.

Adapted with permission from sandrarief.com and How to Reach and Teach Children with ADD/ADHD, Second Edition, Copyright 2005 by Sandra F. Rief. Rief summarizes Johnson, Johnson & Holubec’s description of the elements of cooperative learning.

This article comes from the October/November 2006 issue of ADDitude.

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