Kagan Cooperative Learning Book Downloadl

Thank you for this podcast! I love cooperative learning! I use Kagan and eduScrum. I have had great experiences watching my students grow and learn as people. It is worth the effort! Thank you for mentioning eduScrum! This has added the final structure needed in my classroom. These three; organization , commitment and communication build the necessary pieces to build trust in a group. If you are needing to fire up your cooperative knowhow check out eduscrumusa.com

Kagan Cooperative Learning Book Downloadl

I just had a quick look at playmeo website, suggested in this talk. I liked the concept of trust building in cooperative learning requiring students to stretch outside of their comfort zone to explore and develop critical interpersonal skills. I think this is one of the issues that students need to work on as they often get used to be confident in only their own group and usually they tend to stay in those group till the end of the academic year.

Cooperative learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal. Students work together to learn and are responsible for their teammates' learning as well as their own. The basic elements of cooperative learning according to Johnson and Johnson are:

A synthesis of research about cooperative learning finds that cooperative learning strategies improve the achievement of students and their interpersonal relationships. In 67 studies of the achievement effects of cooperative learning, 61% found significantly greater achievement in cooperative groups than in traditionally taught control groups. Positive effects were found in all major subjects at all grade levels, in urban, rural, and suburban schools, and for high, average, and low achievers (Slavin, 1991).

One way to make professional-developments not only more engaging but also more enjoyable is to introduce cooperative learning strategies, as structured by Spencer Kagan. As a quick refresher, Kagan's cooperative learning is the process of breaking down a classroom into small groups of students. In small groups, students are able to discover new concepts together while helping each other learn. Not only is this a great strategy for a classroom of students but also for school-wide PDs.

Schools that add cooperative learning strategies into their school culture gain learner independence while building personal responsibility. Furthermore, cooperative learning methods build relationships, classroom & school cohesion, and teamwork. Finally, cooperative learning builds on the five social-emotional learning competencies through informal conversations and dialogues between learners.

We put together a list of 22 different cooperative learning strategies that teachers can surely use in their K-12 classrooms as well as admins using them in professional developments All the strategies can be adapted to online learning or hybrid learning models. Many of the strategies we outline are part of Kagan Cooperative Learning (Kagan & Kagan, 2009).

[1] Olsen, R., and S. Kagan. 1992. About cooperative learning. In C. Kessler (ed.), Cooperative Language Learning: A Teacher's Resource Book. New York: Prentice Hall. 1-30.[2] Rodgers, T.1988. Cooperative language learning: What's new? PASAA: A Journal of Language Teaching and Learning 18(2): 12-23.[3] Johnson, D., R. Johnson, and E. Holubec. 1994.Cooperative Learning in the Classoom. Alexandria, Va.: Association for Supervision and Curriculum Development.[4] Weeks, T. 1979. Born to Talk. Rowley, Mass.: Newbury House. [5] Richards, J, and R. Schmidt. 1983. Language and Communication. London: Longman.[6] Grice, H. P.1975. Logic and Conversation. In P. Cole and J. Morgan (eds.), Syntax and Semantics, vol 3, Speech Acts. New York: Academic Press. 41-58. [7]Christison, M., and S. Bassano. 1981. Look Who's Talking. San Fransisco: Alemany Press.[8] Wiederhold, C.1995. The Question Matrix. San Juan Capistrano, Calif.: KagaganCooperative Learning.[9] McGroarty, M.1989. The benefits of cooperative learning arrangements in second Inguage instruction. NABE Journal 13(2) (winter): 127-143.[10] Coelho, E. 1992b. Jigsaw: Integrating language and content. In C. Kessler 129-152.[11] Harel, Y. 1992. Teacher talk in the cooperative learning classroom. In C. Kessler(ed.), Cooperative Language Learning: A Teacher's Resource Book. New York: Prentice Hall. 153-162.[12] Slavin, R. 1995. Cooperative Learning: Theory, Research and Practice. 2nd ed. New York: Prentice Hall.[13] Baloche, L. 1998. The Cooperative Classroom. Englewood Cliffs, N.J: Prentice Hall.

Aim. Cooperative learning (CL) is a widely recognised pedagogical practice which involves students working together to achieve common goals that they could not complete individually. Johnson and Johnson are among the main theorists behind the movement. In 1994 they announced five elements essential for the successful incorporation of CL in the classroom: (a) positive interdependence; (b) face-to-face promotive interaction; (c) individual and group accountability; (d) interpersonal and small group social skills; (e) group processing. In this study we seek to understand how primary school teachers implement cooperative learning and include the above-mentioned aspects in their classes.

Methods. The qualitative case study was conducted at a primary school in Vilnius, Lithuania. Two lessons were recorded, transcribed, and analysed to gather evidence concerning variables that mediate cooperative learning. The teachers planned the lessons together, using the principles that are outlined in a professional development method called Japanese lesson study. The study involved two teachers and 40 (20+20 pupils in two classes) fourth graders. Also, interviews were conducted with the teachers and three pupils from each class.

Prof. , head of the Preschool and Primary Education Study Programs at Vytautas Magnus University in Lithuania. She is also a European Commission Inspector of Pre-school and Primary Education in European Schools. Her research interest include: curriculum theory, pedagogy, general didactics, didactics of elementary language arts education, integrated didactics of languages, cooperative learning, and assessment of students' learning and progress.

Assoc. Prof. , head of the Preschool and Primary Education Study Program at Vilnius University in Lithuania. Her research interests include: pedagogy and didactics, social studies curricula, methods of teaching history in the primary grades, cooperative learning, and the history of education.

This is a great cooperative learning strategy if you have a bit longer to spend on sharing writing. Instead of students reading their own writing they simply leave it on their desk for others to read. I prefer to have my students flow naturally from piece to piece, but if your class needs a bit more structure you could format it just like a scoot game in a particular order.

How to set it up: This activity requires a set of flashcards for each pair of students, which can take a bit of time to set up. To save time, consider having students create their own sets of flashcards based off of a worksheet, the textbook, or their notes. This is a worthwhile learning activity in itself and works great as a precursor to the flashcard game. 350c69d7ab