Cooperative Learning Models for the 3 R's.

I n 1980 at Johns Hopkins University we began to develop and evaluate cooperative learning programs de signed specifically for particular sub jects and grade levels. We set out with several critical objectives First, we wanted to use what we had learned about cooperative learning to try to solve fundamental problems of instruc tion, such as accommodating individual differences in reading and math In particular, we wanted to design pro grams that could be used in heteroge neous classes, to reduce the need for special education or tracking. Second, we wanted to design cooperative learn ing programs that could be used all year, not just from time to time as part of a teacher's bag of tricks. Third, we wanted to incorporate knowledge about curriculumand domain-specific learn ing into our 'cooperative approaches, such as the teaching of story grammar and summarizing in reading, or the writing process in writing.