Were I the devil’s advocate, I would say the title of this article begs the question of whether secondary classrooms should go about including cooperative learning approaches at all.
Permit me an anecdote: Not all that long ago, I was invited to meet a headteacher of a medium-sized high school. The meeting was at the behest of his euphoric feeder school, where we had successfully implemented cooperative learning over the past four years, which meant that the latest cohort to enter year 7 had been using cooperative learning throughout key stage 2.
The secondary head and his deputy could not praise these children enough: their academic knowledge, vocabulary, language-use, engagement in learning, eagerness to partake, helpfulness towards their struggling peers.
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