A modified model of cooperative learning known as the GIG model (for group-individual-group) designed and implemented in a large enrollment freshman chemistry course. The goal of the model is to establish a cooperative environment while emphasizing greater individual accountability using both group and individual assignments. The assignments were designed to be parallel to each other, assessing similar qualitative and quantitative aspects of chemistry. The model was designed for implementation in recitation sections led by teaching assistants. A statistical difference between the treatment group and the control groups was observed, with the GIG group performing statistically higher on the exams. Furthermore, when compared with the traditional passive recitation, students reported a greater satisfaction with the GIG model in the final course survey. The success of the model helped provide support in the department for further innovation of inquiry and active learning methodologies and development of the chemistry curriculum.