{"id":366,"date":"2008-02-13T10:52:37","date_gmt":"2008-02-13T10:52:37","guid":{"rendered":"http:\/\/astraea.net\/blog\/?p=366"},"modified":"2008-02-13T10:52:37","modified_gmt":"2008-02-13T10:52:37","slug":"cooperative-learning","status":"publish","type":"post","link":"https:\/\/www.astraea.net\/blog\/cooperative-learning\/","title":{"rendered":"Cooperative learning"},"content":{"rendered":"<p>Cooperative learning is an idea that is gaining traction.  The approach is more productive and efficient than competitive learning, which is the staple of most schools. Below is a <a href=\"http:\/\/edtech.kennesaw.edu\/intech\/cooperativelearning.htm\">useful introduction<\/a> from the <a href=\" Cooperative learning is an idea that is gaining traction. The approach is more productive and efficient than competitive learning, which is the staple of most schools. Here is a useful introduction from the Georgia Educational Technology Training Center.  http:\/\/edtech.kennesaw.edu\/\">Georgia Educational Technology Training Center<\/a>.<\/p>\n<blockquote>\n<p align=\"center\"><strong><font face=\"Verdana\" size=\"5\">Cooperative Learning<\/font><\/strong><br \/>\n<img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/images\/children.gif?resize=172%2C74\" border=\"0\" height=\"74\" width=\"172\" \/><\/p>\n<p align=\"left\"><strong><font face=\"Verdana\" size=\"2\">Cooperative         learning<\/font><\/strong><font face=\"Verdana\" size=\"2\"> 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. 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. Students work through the         assignment until all group members successfully understand and complete         it.\u00a0<\/font><\/p>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\"> Cooperative efforts result in participants striving for mutual         benefit so that all group members:<\/font><\/p>\n<ul>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">gain from each other&#8217;s             efforts. (Your success benefits me and my success benefits you.)<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">recognize that all             group members share a common fate. (We all sink or swim together here.)<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">know that one&#8217;s             performance is mutually caused by oneself and one&#8217;s team members. (We             can not do it without you.)<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">feel proud and jointly             celebrate when a group member is recognized for achievement. (We             all congratulate you on your accomplishment!).<\/font><\/p>\n<\/li>\n<\/ul>\n<p align=\"center\"><font face=\"Verdana\" size=\"4\"><strong><a href=\"http:\/\/edtech.kennesaw.edu\/intech\/cooperativelearning.htm#why\">Why         use Cooperative Learning?<\/a><\/strong><\/font><\/p>\n<p align=\"center\"><font face=\"Verdana\" size=\"4\"><strong><a href=\"http:\/\/edtech.kennesaw.edu\/intech\/cooperativelearning.htm#elements\">Elements         of Cooperative Learning<\/a><\/strong><\/font><\/p>\n<p align=\"center\"><font face=\"Verdana\" size=\"4\"><strong><a href=\"http:\/\/edtech.kennesaw.edu\/intech\/cooperativelearning.htm#activities\">Class         Activities that use Cooperative Learning<\/a><\/strong><\/font><\/p>\n<p align=\"center\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\"><strong><font face=\"Verdana\" size=\"4\"><a name=\"why\"><\/a>Why         use Cooperative Learning?<\/font><\/strong><\/p>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">Research has shown that         cooperative learning techniques:<\/font><\/p>\n<ul>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">promote student             learning and academic achievement<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">increase student             retention<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">enhance student             satisfaction with their learning experience<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">help students develop             skills in oral communication<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">develop students&#8217;             social skills<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">promote student             self-esteem<\/font><\/p>\n<\/li>\n<li>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">help to promote             positive race relations<\/font><\/p>\n<\/li>\n<\/ul>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/images\/sage.gif?resize=278%2C183\" border=\"0\" height=\"183\" width=\"278\" \/><\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p><strong><font face=\"Verdana\" size=\"4\"><a name=\"elements\"><\/a>5 Elements of         Cooperative Learning<\/font><\/strong><\/p>\n<p><font face=\"Verdana\" size=\"2\">It is only under certain conditions         that cooperative efforts may be expected to be more productive than         competitive and individualistic efforts. Those conditions are:<\/font><\/p>\n<p align=\"center\">           <center><\/p>\n<table border=\"1\" width=\"550\">\n<tr>\n<td width=\"50%\">\n<p align=\"center\"><font face=\"Verdana\" size=\"3\"><strong>1. Positive Interdependence<\/strong>                 \u00a0<\/font><font face=\"Verdana\" size=\"2\"><br \/>\n(sink or swim together)<\/font><\/p>\n<ul>\n<li><font face=\"Verdana\" size=\"2\">Each group member&#8217;s efforts are                 required and indispensable for group success<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Each group member has a unique                 contribution to make to the joint effort because of his or her                 resources and\/or role and task responsibilities<br \/>\n<\/font><\/li>\n<\/ul>\n<\/td>\n<td width=\"50%\">\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j0078781.gif?resize=247%2C105\" border=\"0\" height=\"105\" width=\"247\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"50%\">\n<p align=\"center\"><strong><font face=\"Verdana\" size=\"3\">2. Face-to-Face Interaction<\/font><\/strong>                 <font face=\"Verdana\" size=\"2\"><br \/>\n(promote each other&#8217;s success)<\/font><\/p>\n<ul>\n<li><font face=\"Verdana\" size=\"2\">Orally explaining how to solve                 problems<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Teaching one&#8217;s knowledge to                 other<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Checking for understanding<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Discussing concepts being                 learned<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Connecting present with past                 learning<\/font><\/li>\n<\/ul>\n<\/td>\n<td width=\"50%\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/football.gif?resize=254%2C118\" border=\"0\" height=\"118\" width=\"254\" \/><\/td>\n<\/tr>\n<tr>\n<td width=\"50%\">\n<p align=\"center\"><strong><font face=\"Verdana\" size=\"3\">3. Individual<br \/>\n&amp;<br \/>\nGroup             Accountability<\/font><\/strong><font face=\"Verdana\" size=\"2\"><br \/>\n( no hitchhiking! no social loafing)<\/font><\/p>\n<ul>\n<li><font face=\"Verdana\" size=\"2\">Keeping the size of the group small. The                 smaller the size of the group, the greater the individual                 accountability may be.<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Giving an individual test to each student.<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Randomly examining students orally by calling                 on one student to present his or her group&#8217;s work to the teacher                 (in the presence of the group) or to the entire class.<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Observing each group and recording the                 frequency with which each member-contributes to the group&#8217;s                 work.<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Assigning one student in each group the role of                 checker. The checker asks other group members to explain the                 reasoning and rationale underlying group answers.<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Having students teach what they learned to                 someone else. <\/font><\/li>\n<\/ul>\n<\/td>\n<td width=\"50%\">\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/lawn.gif?resize=217%2C227\" border=\"0\" height=\"227\" width=\"217\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"50%\">\n<p align=\"center\"><strong><font face=\"Verdana\" size=\"3\">4. Interpersonal                 &amp;<br \/>\nSmall-Group Skills<\/font><\/strong><\/p>\n<ul>\n<li><font face=\"Verdana\" size=\"2\">Social skills must be taught:<\/font>\n<ul>\n<li><font face=\"Verdana\" size=\"2\">Leadership<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Decision-making<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Trust-building<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Communication<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Conflict-management skills<br \/>\n<\/font><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/td>\n<td width=\"50%\">\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j00787421.gif?resize=176%2C160\" border=\"0\" height=\"160\" width=\"176\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"50%\">\n<p align=\"center\"><strong><font face=\"Verdana\" size=\"3\">5. Group Processing<\/font><\/strong><\/p>\n<ul>\n<li><font face=\"Verdana\" size=\"2\">Group members discuss how well they                 are achieving their goals and maintaining effective working                 relationships<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Describe what member actions are                 helpful and not helpful<\/font><\/li>\n<li><font face=\"Verdana\" size=\"2\">Make decisions about what                 behaviors to continue or change<\/font><\/li>\n<\/ul>\n<\/td>\n<td width=\"50%\">\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j0078837.gif?resize=175%2C165\" border=\"0\" height=\"165\" width=\"175\" \/><\/p>\n<\/td>\n<\/tr>\n<\/table>\n<p><\/center><\/p>\n<p align=\"left\"><font face=\"Verdana\" size=\"4\"><strong><a name=\"activities\"><\/a>Class         Activities that use Cooperative Learning<\/strong><\/font><\/p>\n<p><span lang=\"EN\"><font size=\"2\"> \t\t<\/font><\/p>\n<p class=\"style2\"><font size=\"2\">Most of these structures are developed by Dr. Spencer  \t\tKagan and his associates at Kagan Publishing and Professional  \t\tDevelopment. For resources and professional development information on  \t\tKagan Structures, please visit: <\/font><span class=\"style1\"> \t\t<a href=\"http:\/\/www.kaganonline.com\/\">www.KaganOnline.com<\/a><\/span><\/p>\n<p><\/span><\/p><\/blockquote>\n<p><span lang=\"EN\"> \t\t<\/span><\/p>\n<p align=\"center\">           <center><\/p>\n<table border=\"1\" width=\"550\">\n<tr>\n<td width=\"100%\"><span lang=\"EN\"><\/p>\n<p class=\"style1\">&nbsp;<\/p>\n<p class=\"style1\"><font size=\"3\">1. <\/font><span class=\"style3\"> \t\t\t\t<font size=\"3\"><a href=\"http:\/\/www.jigsaw.org\/\" class=\"style4\"> \t\t\t\tJigsaw<\/a><\/font><\/span><font size=\"3\"> &#8211; Groups with five  \t\t\t\tstudents are set up. Each group member is assigned some unique  \t\t\t\tmaterial to learn and then to teach to his group members. To  \t\t\t\thelp in the learning students across the class working on the  \t\t\t\tsame sub-section get together to decide what is important and  \t\t\t\thow to teach it. After practice in these &#8220;expert&#8221; groups the  \t\t\t\toriginal groups reform and students teach each other. (Wood, p.  \t\t\t\t17) Tests or assessment follows.<\/font><\/p>\n<p><\/span><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j0078811.gif?resize=86%2C78\" border=\"0\" height=\"78\" width=\"86\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\"><span lang=\"EN\"><\/p>\n<p class=\"style2\"><strong>2. Think-Pair-Share<\/strong> &#8211; Involves a  \t\tthree step cooperative structure. During the first step individuals  \t\tthink silently about a question posed by the instructor. Individuals  \t\tpair up during the second step and exchange thoughts. In the third step,  \t\tthe pairs share their responses with other pairs, other teams, or the  \t\tentire group.<\/p>\n<p><\/span><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j00787422.gif?resize=70%2C62\" border=\"0\" height=\"62\" width=\"70\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\"><font face=\"Verdana\" size=\"2\"><strong>3. Three-Step  \t\t\t\tInterview <\/strong>(Kagan)<strong> &#8211; <\/strong><\/font><span lang=\"EN\"> \t\t\t\t<span class=\"style2\">Each member of a team chooses another  \t\t\t\tmember to be a partner. During the first step individuals  \t\t\t\tinterview their partners by asking clarifying questions. During  \t\t\t\tthe second step partners reverse the roles. For the final step,  \t\t\t\tmembers share their partner&#8217;s response with the team. <\/span> \t\t\t\t<font size=\"2\"><\/p>\n<p class=\"style2\">&nbsp;<\/p>\n<p><\/font><\/span><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j0078816.gif?resize=103%2C88\" border=\"0\" height=\"88\" width=\"103\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\"><font face=\"Verdana\" size=\"2\"><strong>4.<\/strong> <\/font> \t\t\t\t<span lang=\"EN\"><span class=\"style2\"><strong>RoundRobin  \t\t\t\tBrainstorming <\/strong><font size=\"2\">(<\/font>Kagan)- Class is  \t\t\t\tdivided into small groups (4 to 6) with one person appointed as  \t\t\t\tthe recorder. A question is posed with many answers and students  \t\t\t\tare given time to think about answers. After the &#8220;think time,&#8221;  \t\t\t\tmembers of the team share responses with one another round robin  \t\t\t\tstyle. The recorder writes down the answers of the group  \t\t\t\tmembers. The person next to the recorder starts and each person  \t\t\t\tin the group in order gives an answer until time is called.<\/span><font size=\"2\"><\/p>\n<p class=\"style2\">&nbsp;<\/p>\n<p><\/font><\/span><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j0078807.gif?resize=136%2C88\" border=\"0\" height=\"88\" width=\"136\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\"><font face=\"Verdana\"><strong>5.<\/strong><\/font> \t\t\t\t<span lang=\"EN\"><span class=\"style2\"><strong>Three-minute review \t\t\t\t<\/strong>&#8211; Teachers stop any time during a lecture or discussion  \t\t\t\tand give teams three minutes to review what has been said, ask  \t\t\t\tclarifying questions or answer questions.<\/span><font size=\"1\"> \t\t\t\t<\/font><\/span><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j0078842.gif?resize=67%2C77\" border=\"0\" height=\"77\" width=\"67\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\"><font face=\"Verdana\" size=\"2\"><strong>6. <\/strong> \t\t\t\t<span lang=\"EN\"><font size=\"1\"><font face=\"Verdana\" size=\"2\"> \t\t\t\t<strong>Numbered Heads Together<\/strong> (Kagan) &#8211; A team of  \t\t\t\tfour is established. Each member is given numbers of 1, 2, 3, 4.  \t\t\t\tQuestions are asked of the group. Groups work together to answer  \t\t\t\tthe question so that all can verbally answer the question.  \t\t\t\tTeacher calls out a number (two) and each two is asked to give  \t\t\t\tthe answer. <\/font> \t\t\t\t<\/font><font size=\"1\">\u00a0<\/font><\/p>\n<p><font size=\"1\">\t\t\t\t<\/font><\/span><\/font><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j02889762.gif?resize=115%2C78\" border=\"0\" height=\"78\" width=\"115\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\"><font face=\"Verdana\"><strong>7. <\/strong><\/font> \t\t\t\t<span class=\"style2\" lang=\"EN\"><strong>Team Pair Solo<\/strong> (Kagan)-  \t\t\t\tStudents do problems first as a team, then with a partner, and  \t\t\t\tfinally on their own. It is designed to motivate students to  \t\t\t\ttackle and succeed at problems which initially are beyond their  \t\t\t\tability. It is based on a simple notion of mediated learning.  \t\t\t\tStudents can do more things with help (mediation) than they can  \t\t\t\tdo alone. By allowing them to work on problems they could not do  \t\t\t\talone, first as a team and then with a partner, they progress to  \t\t\t\ta point they can do alone that which at first they could do only  \t\t\t\twith help.<\/span><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j0078628.gif?resize=67%2C82\" border=\"0\" height=\"82\" width=\"67\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\"><font face=\"Verdana\" size=\"3\"><strong>8. <\/strong> \t\t\t\t<span lang=\"EN\"><strong>Circle the Sage<\/strong> (Kagan)- First  \t\t\t\tthe teacher polls the class to see which students have a special  \t\t\t\tknowledge to share. For example the teacher may ask who in the  \t\t\t\tclass was able to solve a difficult math homework question, who  \t\t\t\thad visited Mexico, who knows the chemical reactions involved in  \t\t\t\thow salting the streets help dissipate snow. Those students (the  \t\t\t\tsages) stand and spread out in the room. The teacher then has  \t\t\t\tthe rest of the classmates each surround a sage, with no two  \t\t\t\tmembers of the same team going to the same sage. The sage  \t\t\t\texplains what they know while the classmates listen, ask  \t\t\t\tquestions, and take notes. All students then return to their  \t\t\t\tteams. Each in turn, explains what they learned. Because each  \t\t\t\tone has gone to a different sage, they compare notes. If there  \t\t\t\tis disagreement, they stand up as a team. Finally, the  \t\t\t\tdisagreements are aired and resolved.<\/span><\/font><br \/>\n<span lang=\"EN\"><font size=\"1\"> \t\t\t\t \t\t\t\t<\/font><\/span><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j0078625.gif?resize=34%2C95\" border=\"0\" height=\"95\" width=\"34\" \/><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\"><font face=\"Verdana\"><strong>9.<\/strong> <\/font> \t\t\t\t<span lang=\"EN\"><span class=\"style2\"><strong>Partners<\/strong> (Kagan)  \t\t\t\t&#8211; The class is divided into teams of four. Partners move to one  \t\t\t\tside of the room. Half of each team is given an assignment to  \t\t\t\tmaster to be able to teach the other half. Partners work to  \t\t\t\tlearn and can consult with other partners working on the same  \t\t\t\tmaterial. Teams go back together with each set of partners  \t\t\t\tteaching the other set. Partners quiz and tutor teammates. Team  \t\t\t\treviews how well they learned and taught and how they might  \t\t\t\timprove the process.<\/span><font size=\"1\"> \t\t\t\t<\/font><\/span><\/p>\n<p align=\"center\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/edtech.kennesaw.edu\/intech\/j00787423.gif?resize=97%2C89\" border=\"0\" height=\"89\" width=\"97\" \/><\/p>\n<\/td>\n<\/tr>\n<\/table>\n<p><\/center><\/p>\n<p align=\"left\">&nbsp;<\/p>\n<blockquote><p><strong><font face=\"Verdana\" size=\"3\">Credits:<\/font><\/strong><\/p>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">David and Roger Johnson.         &#8220;Cooperative Learning.&#8221; [Online] 15 October 2001. &lt;<a href=\"http:\/\/www.clcrc.com\/pages\/cl.html#interdependence\">http:\/\/www.clcrc.com\/pages\/cl.html<\/a>&gt;.<\/font><\/p>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">David and Roger Johnson.         &#8220;An Overview of Cooperative Learning.&#8221; [Online] 15 October         2001. &lt;<a href=\"http:\/\/www.clcrc.com\/pages\/overviewpaper.html\">http:\/\/www.clcrc.com\/pages\/overviewpaper.html<\/a>&gt;.<\/font><\/p>\n<p align=\"left\"><font face=\"Verdana\" size=\"2\">Howard Community College&#8217;s         Teaching Resources. &#8220;Ideas on Cooperative Learning and the use of         Small Groups.&#8221; [Online] 15 October 2001.<font color=\"#008080\"><strong><strong>         &lt;<\/strong><\/strong><\/font><a href=\"http:\/\/www.howardcc.edu\/profdev\/resources\/learning\/groups1.htm\">http:\/\/www.howardcc.edu\/profdev\/resources\/learning\/groups1.htm<\/a>&gt;.<\/font><\/p>\n<p><span lang=\"EN\"><font size=\"2\"> \t\t<\/font><\/p>\n<p class=\"style2\"><font size=\"2\">Kagan, S. Kagan Structures for Emotional Intelligence.  \t\tKagan Online <span class=\"style2\">Magazine. 2001, 4(4). <\/span><\/font> \t\t<a href=\"http:\/\/www.kaganonline.com\/Newsletter\/index.html\"> \t\t<span class=\"style1\">http:\/\/www.kaganonline.com\/Newsletter\/index.html<\/span><font size=\"1\"> \t\t<\/font><\/a><\/p>\n<p><\/span><\/p>\n<p align=\"left\">&nbsp;<\/p>\n<p><span lang=\"EN\"><\/p>\n<p class=\"style2\"><strong>Reference<\/strong><\/p>\n<p><font size=\"2\"> \t\t<\/font><\/p>\n<p class=\"style2\"><font size=\"2\">Kagan, Spencer. Cooperative Learning. San Clemente,  \t\tCA: Kagan Publishing, <span class=\"style2\">1994. <\/span><\/font> \t\t<span class=\"style1\"><a href=\"http:\/\/www.kaganonline.com\/\"> \t\twww.KaganOnline.com <\/a><\/span><\/p>\n<p><\/span><\/p><\/blockquote>\n<p><span lang=\"EN\"> \t\t<font size=\"1\"> \t\t \t\t<\/font> \t\t<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Cooperative learning is an idea that is gaining traction. The approach is more productive and efficient than competitive learning, which is the staple of most schools. Below is a useful introduction from the Georgia Educational Technology Training Center. Cooperative Learning Cooperative learning is a successful teaching strategy in which small teams, each with students of &hellip;<br \/><a href=\"https:\/\/www.astraea.net\/blog\/cooperative-learning\/\" class=\"more-link pen_button pen_element_default pen_icon_arrow_double\">Continue reading <span class=\"screen-reader-text\">Cooperative learning<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[25],"tags":[],"class_list":["post-366","post","type-post","status-publish","format-standard","hentry","category-education"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4hwcd-5U","jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/posts\/366","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/comments?post=366"}],"version-history":[{"count":0,"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/posts\/366\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/media?parent=366"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/categories?post=366"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.astraea.net\/blog\/wp-json\/wp\/v2\/tags?post=366"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}