Kagan Cooperative Learning Structures have revolutionized the way tens of thousands of teachers teach.
Conflict-management skills Group processing Group processing occurs when group members a reflect on which member actions were helpful and b make decision about which actions to continue or change. The purpose of group processing is to clarify and improve the effectiveness with which members carry out the processes necessary to achieve the group's goals.
In order for student achievement to improve considerably, two characteristics must be present: Individuals must know exactly what their responsibilities are and that they are accountable to the group in order to reach their goal. All group members must be involved in order for the group to complete the task.
In order for this to occur each member must have a task that they are responsible for which cannot be completed by any other group member. There are a great number of cooperative learning techniques available.
Some cooperative learning techniques utilize student pairing, while others utilize small groups of four or five students. Hundreds of techniques have been created into structures to use in any content area.
Think-pair-share Originally developed by Frank T. Lyman think-pair-share allows students to contemplate a posed question or problem silently. The student may write down thoughts or simply Coopertaive learning brainstorm in his or her head.
When prompted, the student pairs up with a peer and discusses his or her idea s and Coopertaive learning listens to the ideas of his or her partner.
Following pair dialogue, the teacher solicits responses from the whole group. Jigsaw learning technique Students are members of two groups: In the heterogeneous home group, students are each assigned a different topic. Once a topic has been identified, students leave the home group and group with the other students with their assigned topic.
In the new group, students learn the material together before returning to their home group. Once back in their home group, each student is accountable for teaching his or her assigned topic. Each member must become an "expert" on his or her assigned portion and teach the other members of the home group.
Reverse jigsaw This variation was created by Timothy Hedeen  It differs from the original Jigsaw during the teaching portion of the activity. In the Reverse Jigsaw technique, students in the expert groups teach the whole class rather than return to their home groups to teach the content.
Inside-outside circle This is a cooperative learning strategy in which students form two concentric circles and take turns on rotation to face new partners to answer or discuss the teacher's questions. This approach enables students to use important metacognitive techniques such as clarifying, questioning, predicting, and summarizing.
It embraces the idea that students can effectively learn from each other. For instance, it was found that children who were taught using this strategy showed higher levels of accuracy in mathematical computations in comparison with those who were not.
These studies also cover learners from elementary to college levels. The Williams[ edit ] Students collaborate to answer a big question that is the learning objective. Each group has differentiated questions that increases in cognitive ability to allow students to progress and meet the learning objective.
The class in its entirety is presented with a lesson and the students are subsequently tested. Individuals are graded on the team's performance. Although the tests are taken individually, students are encouraged to work together to improve the overall performance of the group.
In this process, the class or the students are divided into groups. This is done to encourage group learning, team building and cooperative learning.
It is the written version of Robin Table. This gives students incentive to learn and have some fun learning the material. This is a group exercise so not one student is to blame Introduction[ edit ] Team game tournament is an effective technique of cooperative learning wherein groups are created that function in the class for a period of time.
In this technique the groups revise a portion of material before writing a written test. This motivates those students that have the fear of writing the test and to learn and reinforce what has been already learnt.Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.
Cooperative learning can result in higher achievement than other learning styles.
Since students work through an assignment until all group members successfully understand and complete it, this teaching strategy creates an atmosphere of achievement.
For a teacher who is trying to teach through cooperative learning from the teacher's resources or lesson plans, he or she might face problems of discipline or noisy lessons as after all it's just a class full of students.
Hence, there are some cooperative learning instruction strategies, which can. Cooperative learning, which will be the primary focus of this workshop, is a specific kind of collaborative learning.
In cooperative learning, students work together in small groups on a. Cooperative learning involves more than students working together on a lab or field project.
It requires teachers to structure cooperative interdependence among the students. These structures involve five key elements which can be implemented in a variety of ways. There are also different types of. Informal cooperative learning consists of having students work together to achieve a joint learning goal in temporary, ad-hoc groups that last from a few minutes to one class period (Johnson, Johnson, & .