USING COOPERATIVE LEARNING STRATEGIES TO IMPROVE LITERACY SKILLS IN SOCIAL STUDIES

Abstract

This article argues that the use of cooperative learning strategies in social studies instruction represents a natural match of method and substance. That is, cooperative learning provides the perfect vehicle for helping children understand and experience many of the essential concepts and values embedded in the social studies curriculum. This article focuses primarily on how classroom teachers can instruct their students in essential reading and writing skills while using social studies as the medium for discussion. A brief, illustrative review of the empirical literature on the use of cooperative learning approaches in social studies is followed by a general overview of representative cooperative learning methods and a more in‐depth description of a few specific reading and writing applications. Other potential applications of cooperative learning procedures are described as well.