Dr. Spencer KaganMiguel Kagan

KCL: BKCL

© 2009 Kagan Publishing

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Kagan Cooperative Learning • Dr. Spencer Kagan & Miguel KaganKagan Publishing • 1 (800) 933-2667 • www.KaganOnline.com4.18

4 Why Does Cooperative Learning Work?

Multiple Intelligences Different cooperative learning structures respond to the needs of students strong in different intelligences. A sample of structures to engage and develop each of the intelligences is provided in the table below. Details of those structures and how they engage and develop the different intelligences is provided in our book on multiple intelligences.24

Learning Styles The most extensively researched learning style model is that of Rita and Kenneth Dunn. They define learning style as the way in which each learner begins to concentrate on, process,

and retain information. They emphasize that because students differ in their learning style, the same teaching method will be effective for some students and ineffective for others.25 Some students prefer to work alone; others prefer to work with a partner or in a small group. This alone is a strong rationale for including cooperative learning in the mix of instructional strategies and may explain why inclusion of cooperative learning boosts achievement—it is the way many students prefer to learn.

The Dunn and Dunn model, however, is quite comprehensive and provides additional reasons why inclusion of cooperative learning improves outcomes for many students. In the Dunn and

Bodily/Kinesthetic• Formations• Kinesthetic Symbols• Line-Ups• Take Off, Touch Down• Team Charades

Naturalist• Categorizing• Look-Write-Discuss• Observe-Draw-RallyRobin• Same-Different

Interpersonal/Social• Jigsaw• Numbered Heads Together• Paraphrase Passport• Pairs Check• Pairs Compare• Stir-the-Class• Team Statements• Three-Step Interview

Intrapersonal/Introspective• Agreement Circles• Corners• Proactive Prioritizing• Timed Pair Share

Lo

gic

a l /Ma t hematica

l

Vis

ua l

/Spa t ial

Mu

s ica l /R hy thm

ic

Verbal/Linguistic• Debate• Dialogues• Discussion• Team Interview• Talking Chips

Logical/Mathematical• Blind Sequencing• Find My Rule• Jigsaw Problem Solving• Who Am I?

Visual/Spatial• Draw It!• Formations• Guided Imagery• Mind Mapping • Same-Different• Visualization

Musical/Rhythmic• Lyrical Lessons• Poems for Two Voices• Songs for Two Voices• Team Chants

In

ter p ersona

l

In

tr a p ersona

l

Bo

di l

y /Ki nesthetic

Structures Engage and Develop Multiple Intelligences

Ver

ba l /L i nguistic

Na

tura

l is t

Kagan Cooperative Learning • Dr. Spencer Kagan & Miguel KaganKagan Publishing • 1 (800) 933-2667 • www.KaganOnline.com 4.19

4. Why Does Cooperative Learning W

ork?

Emot

iona

l

MotivationStudents from some cultures are motivated to work hard for the group, but not for individual achievement, so cooperative learning is culturally compatible for some cultural groups.

PersistenceCooperative learning teaches students how to encourage each other in the face of difficulty, motivating persistence. Tutoring and support also motivate persistence.

ResponsibilityIn some structures, students are responsible not just for their own outcomes, but also for their contribution to the team as well as the team’s contribution to the class: Co-op Co-op

ConformityConformity: Team ConsensusNon-conformity: Debate

StructureHigh structure: RallyRobinLow structure: Team Projects

Soci

olog

ical

Preferred Interaction Style

Alone: Many structures include think time and solo writePairs: Pairs Compare, Pairs Check, Timed Pair ShareTeams: The defining characteristic of cooperative learningClassmates: Classbuilding structures: Corners, Circle-the-SageAdult: Some structures include interaction with the teacher: Choral Practice, Show Me!, Numbered Heads Together. Structures free the teacher for more quality interaction time with individual students.

Phys

iolo

gica

l

Perceptual

Auditory: Listen Right!, TelephoneVisual: Mind Mapping, Same-Different…Tactile: Team projects with manipulativesKinesthetic: Kinesthetic Symbols, Formations

Energy LevelHigh Energy: Team CharadesLow Energy: Draw-What-I-Write

MobilityMovement: Mix-Music-MeetSeat Work: RoundRobin

Psyc

holo

gica

l Global v. AnalyticGlobal: FormationsAnalytic: Same-Different

Inductive v. Deductive

Inductive: Find My RuleDeductive: Logic Line-Ups

HemisphericityRight Hemisphere: Team Mind-MappingLeft Hemisphere: Sequencing

Impulsive v. Reflective

Impulsive: RallyRobinReflective: Timed Pair Share

Dunn model, there are five basic stimuli with 26 elements:

1. Environmental: sound; light; temperature; seating-design

2. Emotional: motivation; persistence; responsibility; conformity structure

3. Sociological: learning alone; with peers; team; adult

4. Physiological: perceptual: auditory, visual, tactile, kinesthetic; time-of-day, energy level, mobility

5. Psychological: global v. analytic; hemisphericity; impulsive v. reflective

The use of a range of cooperative learning structures relates to a number of the elements in four dimensions of the Dunn’s model (see

table below). Inclusion of a range of cooperative learning structures ensures that the needs of more learners are met. In the table, a few of the many possible structures are listed to illustrate how different structures meet the needs of different learning styles.

As we overview how the different cooperative learning methods respond to the needs of different learners, we can say with certainty that the teacher who uses a wide range of cooperative learning methods provides a greater number of students greater access to the curriculum through their preferred styles and intelligences. This explains in part why cooperative learning boosts achievement. In short: The more ways we teach, the more students we reach.

Learning Styles Served by Cooperative Structures