Zone2
Structured, Teacher-Guided Groupwork
In the Cooperative Group Zone, students work together under teacher direction. They follow structured learning routines as a group, with the teacher guiding and modeling the process.
The teacher provides clear instructions and ensures students practice collaboration in a structured way. Students work in groups but still follow the teacher’s lead closely, learning how to interact and contribute within the framework provided.
This zone focuses on:
Building collaboration skills by following teacher-led group routines.
Learning how to work as a team within a structured framework.
Practicing the learning process together with the teacher modeling and directing.
Students are not yet making independent decisions about their teamwork. Instead, they follow along as the teacher leads them through structured collaboration.
Students in this zone collaborate with guidance while following a structured learning routine.
Refinement: The teacher selects and prioritizes Learning Backlog Items (LBIs), and students follow instructions.
Planning: The teacher assigns roles and outlines how the group should work together.
Check-In: The teacher leads structured discussions on progress and next steps.
Review: Students present their group work under teacher guidance.
Retrospective: The teacher facilitates reflection, helping students assess how they worked together.
Each step ensures students develop the foundational collaboration skills needed before transitioning to more independence.
✅ Benefits:
Helps students learn how to collaborate with clear direction.
Reduces confusion by providing structured teamwork routines.
Builds comfort with peer interaction before introducing more autonomy.
⚠️ Challenges:
Students do not make independent decisions yet.
Some students may struggle with structured teamwork and need additional support.
Requires active teacher facilitation to keep collaboration structured.
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Starts by directing group work, telling students what to do and ensuring they follow structured routines.
Gradually co-leads, encouraging student input and guiding them to make some joint decisions.
Works in a group but follows teacher-set routines and instructions.
Begins participating in discussions and offering input within structured activities.
Practices collaboration with clear teacher direction before taking more responsibility.
The goal is to help students gradually take on more responsibility for their group work. Teachers can support this transition by:
Increasing student-led decision-making – Allowing groups to begin making choices within structured tasks (leading toward Zone 4).
Encouraging independent learning – Providing opportunities for students to take responsibility for tasks before working together (leading toward Zone 3).
Guiding reflection on teamwork – Helping students assess how they functioned as a group and how they could improve.
Where Students May Transition Next
If students need more choice but still prefer individual work, they move to Zone 3: Independent Learner.
If students are ready for more autonomy in collaboration, they move to Zone 4: Self-Directed Team.
If students need continued structured collaboration, they stay in Zone 2, practicing teamwork with teacher guidance until they are ready for more independence.
Learning Zones are designed to scaffold student agency and collaboration, ensuring that students develop the skills they need at the right pace.
Students in Zone 2: Cooperative Group begin to learn to work in groups, with the teacher guiding them through the Learning Sprint. They work together under structured teacher direction, learning how to interact and contribute within a team while still relying on the teacher for guidance and modeling.
As students build confidence in collaboration, they can gradually move toward zones that allow for more autonomy and student-led decision-making.
Want to see how all the Learning Zones connect?
Explore the Learning Zones Overview
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The Agile Classroom Framework helps students develop self-direction, collaboration, and adaptability through a structured approach to learning. Click on each element below to learn how it supports student growth.
Making the Learning Process and Progress Visible to All
An iterative learning cycle composed of 5 self-directed learning routines.
Scaffolding competencies to work with groups.
Scaffolding student autonomy
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