2.Write-Pair-Switch a.Each student works alone to write answers b.In pairs.students share answers. c.Students switch partners and share their former partner's ideas with their new partner. 3.Ouestion-and-Answer pairs a.Ss work alone to write one or more questions b.They write answers to their questions on a separate sheet of paper c.Ss exchange questions but not answers d.After Ss have answered their partner's questions,they compare answers. CL Lesson Plan Considerations Cooperative learning represents a major change from teacher-fronted instruction and, therefore,raises new issues that educators need to consider(Cohen,1994).At the same time,using CL does not mean abandoning teacher-fronted mode;it means combining various modes of learning.Below are five issues that many L2 teachers raise when they undertake or even contemplate undertaking CL. 1.Difficulty level Diffculty level of activities may be the largest stumbling block to successfuCLuse. Especially when beginn ng with CL.the task should be ne so that students can feel comfortable and confident working in grou ps.Ideas to consider here nclude startin sy tasks ying es so tha stude ooruhean provide hel when ed ey will rovid ing examples o t groups are ing asked to 2.Sponge activities Often some groups or group members will finish before others.It may be useful for teachers to be prepared with extra activities to"soak up"this extra time,in a way similar to that in which a sponge soaks up extra water.Some ideas include doing homework or extensive reading,helping other individuals or groups who have not yet finished,comparing answers with others who have finished,and doing an enrichment activity such as creating similar tasks as is done in Question-and-Answer Pairs. 2. Write-Pair-Switch a. Each student works alone to write answers. b. In pairs, students share answers. c. Students switch partners and share their former partner’s ideas with their new partner. 3. Question-and-Answer Pairs a. Ss work alone to write one or more questions. b. They write answers to their questions on a separate sheet of paper. c. Ss exchange questions but not answers. d. After Ss have answered their partner’s questions, they compare answers. CL Lesson Plan Considerations Cooperative learning represents a major change from teacher-fronted instruction and, therefore, raises new issues that educators need to consider (Cohen, 1994). At the same time, using CL does not mean abandoning teacher-fronted mode; it means combining various modes of learning. Below are five issues that many L2 teachers raise when they undertake or even contemplate undertaking CL. 1. Difficulty level Difficulty level of activities may be the largest stumbling block to successful CL use. Especially when beginning with CL, the task should be an easily doable one, so that students can feel comfortable and confident working in groups. Ideas to consider here include starting CL with easy tasks, carefully clarifying procedures so that students know what they will be doing, providing examples of what groups are being asked to do, and monitoring groups so that teachers can provide help when needed. 2. Sponge activities Often some groups or group members will finish before others. It may be useful for teachers to be prepared with extra activities to “soak up” this extra time, in a way similar to that in which a sponge soaks up extra water. Some ideas include doing homework or extensive reading, helping other individuals or groups who have not yet finished, comparing answers with others who have finished, and doing an enrichment activity such as creating similar tasks as is done in Question-and-Answer Pairs