In cooperative learning, sometimes group members have specific roles to play. These roles help the group achieve its goals. There are many possible roles. Here is a list of just some of them.

• Facilitator (also called Coach) – keeps the group on task and makes sure everyone knows what the instructions are.
• Time Keeper – keeps track of the time limits.
• Checker – checks to see that all group members have understood the content and learned the skills.
• Encourager (also called Cheerleader) – encourages everyone to participate and leads celebrations of success.
• Recorder – keeps notes on what the group has discussed – these can be in normal note form or in the shape of graphic organizers, such as word webs or mind maps.
• Reporter – reports the group’s work to other groups or the whole class.
• Materials Manager – makes sure the group has the materials it needs and that these are properly taken care of.
• Questioner – asks questions to prompt the group to go more deeply and broadly into their task.
• Praiser – compliments groupmates for their ideas and their role in the group and gives reasons for their compliments.
• Sound Hound – makes sure the noise level does not go too high.
• Observer – notes how well the group is working together (for example, are they using the collaborative skill that the class is working on).

Roles often rotate so that everyone plays every role at some time. One way to help students play their roles is to give each student a card that lists the phrases that someone with their role might use. For example, the Praiser might say, “The way that you … was very good, because _________ ,” “That was excellent, because …,” or “You are helping us reach our goal by …”.

One problem to avoid is for the group member who is best at a skill to be the one who always plays that role. For instance, the best writer in the group should NOT be the person who always does the writing for the group. Instead, that person should coach their groupmates in how to write well. Key point: the success of the group is determined not by the products the group creates, such as a project, but by the learning of each individual group member. Students work as a group, on the social plane, but each student learns alone internally.