This could first be done in pairs, and later with pairs joining other pairs to make groups of 4, or with subsequent changes of partners to form new pairs. For example, students stand in a circle in the corner, and each person summarizes what the person on their left said. Structures can be mixed and matched, and adapted to the particular student group. Kagan Structures offer educators a powerful approach to enhance language proficiency. Because they improve the class tone and student relations. They can rotate to all other corners, making their presentation to each new corner; these presentations can be performed within specified time limits to give all representatives an equal chance to speak.
Kagan considers essential to his structural approach to cooperative learning: P positive interdependence; I individual accountability; E equal participation; and S simultaneous interaction. Kagan continues to show success in cooperative learning because of their set structures which rely on individual accountability in the cooperative learning groups, which is something that is extremely important in order for cooperative learning to succeed. In other words, students need each other to succeed, and a gain for one student is a gain for others. Welcome to the Cooperative Classroom blog. But partly because some of the principles that other Cooperative Learning researchers use feel a little incomplete.
Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. After this, some or all, depending on class size groups in the class share their team statements orally, or in writing, with the rest of the class. How, then, do we change traditional classroom learning to engage all students? There are many problems and to avoid these problems, it is necessary that the students sit in rows, do not talk with each other, and quietly follow the teacher's worksheet. His structures can be used for student mastery of material, active learning, equality, critical thinking, positive human relationships, and for raising student self-esteem and respect for others. With no change in your curriculum, and with no special materials,you will transform your class and your career.
Read this MiniBook and join the instructional revolution. Students prefer Kagan Structures to traditional method by about 12 to 1. Kagan outlines a new, cooperative model for school meetings that empowers rather than alienates. Spencer Kagan These are articles written by Kagan's visionary leader. But he does not stop there. Yet an individual success can be a group success if the group helped each team member succeed. Through easy-to-understand examples, you'll become fluent with the term and more capable of putting the power of positive interdependence to work in your classroom.
The program is based on my research in cooperative learning which began in 1969. I imagine there are some readers of this interview who are new to Kagan Structures. I will explain briefly the fundamentals of his approach, relative especially to critical thinking and positive classroom relationships. I was a research professor at the University of California, Riverside for 17 years. I was able to attend many of the workshops and talk with him about his approach to cooperative learning. Although he cites studies showing its positive effects for Japanese learners, he believes that many Japanese teachers do not have the time or opportunity to study it, and that Japanese educational bureaucracies, concerned primarily with keeping costs down and increasing efficiency, create an inhospitable environment for it. And oftentimes the embedded curriculum is even more important than our explicit curriculum.
They pair up, quizzing each other using their cards, coach or tutor each other if necessary. Students carrying the knowledge of socially appropriate behavior, critical thinking, and appreciation of differences with them outside of the classroom will be better equipped to evaluate information and interact peacefully with others. The worst disadvantage of cooperative learning is the parents of high achievers complaining that their son or daughter is being used in spending their precious time in teaching the dummies of the class. Have a go at some new ones! Students stand up, put their hand up and quickly find a partner with whom to share or discuss. His lecture was very useful for me.
He argues that the need for character education is clear because the virtues we could once assume are eroding. Student comments focused especially on their view of approach as leading to active student learning, described by them as beneficial. However, you have to be fully equipped with knowledge in the fields you are going to face. See how useful the tech tools can be. Many of the structures can fulfill a number of aims simultaneously, depending on how the teacher uses them. Spencer shares his personal account of the history of Kagan Structures, what's coming up for Kagan in the near future, and his long-term vision.
No interdependence means that what one learner does has no effect on another learner. Kagan gives us an in-depth understanding of this basic principle of cooperative learning. Kagan and his associates have identified approximately 200 cooperative learning structures of which the above are just a few examples. This activity requires students to use linguistic, logical, and interpersonal intelligences. His over 200 structures were designed with the four elements in mind.
Curriculum is what we teach. More to it, individual accountability will be credited, in which each student contribution will be held accountable, which result in equal participation from each student. One student may do all or most of the work. They cannot do the activity alone, and if they do not cooperate well the result will be failure; yet if they cooperate well the result will be success. He maintains that Kagan structures are not an alternative to cooperative learning, multiple intelligences, emotional intelligence, character development, and higher-level thinking. In a brief time, teams generate many ideas, usually followed by a processing of the ideas generated.