Third Annual Cooperative Learning Conference

Profile of Featured Presenters

Spencer Kagan

Spencer Kagan is the developer of the Structural Approach to cooperative learning. The Structural Approach is based upon the use of structures, "a content free way of organizing the interaction of individuals in a classroom," (Kagan, 1992, p. 5:1 ). A structure describes the specific way in which students are asked to cooperate. For example, in the structure Pairs Check, students work with a partner within their team of four. Partner A solves a problem while Partner B coaches. Then, Partner B solves a problem while Partner A coaches. The partners then check with the other pair on their team to see if their answers are correct. The use of structures solves many of the problems associated with traditional group-work, such as unequal participation, yet the Structures alone aren't enough. Kagan suggests five additional Key Concepts for successful implementation of cooperative learning. They are:

instructor-formed, small, heterogeneous teams
careful attention to classroom management
building the will of students to cooperate through classbuilding and teambuilding activities
teaching students appropriate cooperative skills
including the basic principles of cooperative learning into every lesson: positive independence, individual accountability, simultaneous interaction, and equal participation.

Karl Smith

Karl Smith is closely associated with the work of David and Roger Johnson, with whom he co-authored Active Learning: Cooperation in the College Classroom. The Johnson's Learning Together Approach is based upon the integration of five Essential Elements into each cooperative activity or assignment. The teacher's role is to design the assignment and monitor the groups to ensure that all five elements are successfully implemented. The elements are:

Positive Interdependence: Students perceive that they need each other in order to achieve the group's task.
Individual Accountability/Personal Responsibility: Each student's performance is assessed and the results are given to the group and the individual.
Group Processing: Groups need time to discuss how well they are achieving their goals and how well they are maintaining effective working relationships among members.
Interpersonal and Small Group Skills: Groups cannot function effectively if students do not have and use the needed social skills. These skills have to be taught just as purposefully and precisely as academic skills.
Face-to-Face Promotive Interaction: Students promote each other's learning by helping, sharing, and encouraging efforts to learn. (Johnson, Johnson, and Smith, 1991, p. 3:16)

References

Johnson, D. W., R. T. Johnson, and K. A. Smith. (1991). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.

Kagan, S. (1992). Cooperative learning. San Juan Capistrano. Resources for Teachers.

The Labyrinth-Forum: Winter 1996

Maricopa Center for Learning and Instruction (MCLI)
Maricopa County Community College District

The Internet Connection at MCLI is Alan Levine --}
Comments to alan.levine@domail.maricopa.edu

URL: http://www.mcli.dist.maricopa.edu/labyforum/win96/win96F9.html