Kagan Cooperative Learning

* What is cooperative learning?
* What is Kagan cooperative learning?

* Why do we need to use K.C.L in our educational system.
* What are Kagan structures?

*What are the benefits to use Kagan cooperative learning?
.Kagan Structures implement the PIES principles *

▪ In 1968, Dr. Spencer Kagan began researching child behaviour and
realized he could create cooperative and competitive learning for
children by placing them in different types of situations.
Collaborative learning Cooperative Learning
Task 1
1. Products are co-constructed.

2. Focus on individual goals within group goals.
3. The individual constructs learning.
4. Learning is co instructed, challenged, modified, agreed, shared understanding.
5. Roles/ responsibilities are pre defined/ imposed.
6. Roles/ responsibilities are negotiated/ agreed.
7. Focus on group goals.
8. Focus more on individual achievement .
9. Focus more on collective achievement .
10. Learning is co instructed, challenged, modified, agreed, shared understanding .
11. Products consists of individual contribution .
12. Process is fluid, responsive and adaptive.
Collaborative learning Cooperative Learning
Focus on group goals Focus on individual goals within group

goals
Learning is co instructed, challenged, The individual constructs learning
modified, agreed, shared understanding
Products are co-constructed Products consists of individual contribution
Process is fluid, responsive and adaptive Process is clean and defined
Roles/ responsibilities are negotiated/ Roles/ responsibilities are pre defined/

agreed imposed
Focus more on collective achievement Focus more on individual achievement
Task 2
Task 2 Creative teacher Traditional teacher
1. Information giver.
2. Teacher- centered
3. Passive
4. Active
5. Facilitator
6. Student Centered
7. Stress the “ what” of learning using memory work, question and answer methods
8. Uses fixed methodology, confined in the four walls of the class room
9. Utilizes conditioning to reward learning
10. Emphasizes the intrinsic benefits of learning
11. Uses variety of methods in teaching and explores different avenues of learning
12. Emphasizes the “ why” and the “ how” learning, encouraging students to do investigatory and exploratory work
Creative teacher Traditional teacher
Facilitator Information giver
Active Passive
Student Centered Teacher- centered
Emphasizes the “ why” and the “ how” learning, Stress the “ what” of learning using memory work,
encouraging students to do investigatory and question and answer methods
exploratory work
Uses variety of methods in teaching and explores Uses fixed methodology, confined in the four walls
different avenues of learning of the class room
Emphasizes the intrinsic benefits of learning Utilizes conditioning to reward learning

Kagan Cooperative Learning has been
the most heavily cooperative learning
.innovation of all time
??What are K.C structures
Dr. Spencer Kagan believes that it is not what you“
have to teach, but how you teach it. He calls this
”.Kagan Structures
promote cooperation and

communication in the
classroom
boost students'
confidence
Retain their interest in

.classroom interaction
Increasing the
amount of time
pupils spend on
task
Teach pupils skills, interaction Students are all

with others, turn talking, listening actively engaged in
to others’ views and sharing .learning
information
Give pupils the skills Minimize the

to work with others opportunity for pupils
and learn to become distracted
independently of the or disruptive
.teacher
What are K.C.L structures in
?alignment with
:Kagan's Structures are in alignment with
Multiple Behavior
Cooperative Brain-Based Transference Generic
Intelligences Theory
Learning Learning Theory
Theory
Set of techniques
content for organizing
free .content
:K. Structures are
like games, easy-to-learn and easy-to-play
The way students participate
How students interact
How students treat each other
Student engagement and

cooperation
#1
In pairs, students alternate
generating brief oral responses
Examples:
•Asking pupils to work in pairs:
1- Partner A reads his specified
reading paragraph and then asks
Partner B a comprehension question.
2- Partner B answers, if correct
partner B praises , Good Listening. If
incorrect, Partner A offers help. Then
they switch roles.
#3 In pairs, students share with a partner for
a predetermined time while the partner
listens. Then partners switch roles.
Examples:
1- At the beginning of each unit, teachers may
divide the whole class into two groups.
2- One group will get involved into a o discussion
about the topic, e.g: What do you predict this unit
will be about? They generate ideas of their own.
Each one should participate with words, phrases
or sentences.
3- The other group listens attentively then they
switch roles.
In teams, students take turns responding orally
#3 and written.
Examples:
1- When teachers revise pre-taught vocabulary, they can use this
technique.
2- Pupils are divided into number of circles. Each circle has a leader.
3- One participant respond to the teacher’s question either orally or

written ( Ideas, phrases, sentences).
4- Each pupil in the circle should participate with a single idea either
orally or written.
5- Each leader shares his group’s ideas with the other groups.
#4
Partners take turns, one solving a
problem while the other coaches.
Then partners switch roles. It is used
in ( grammar, vocabulary and
comprehension)
Examples:
1- It is a problem solving technique or a
young teacher one.
2- In pairs, one student is a “ solver” and
the other is a “ coach”.
3- They switch roles.
#5
Students stand up, put their hand up and
quickly find a partner with whom to share
or discuss.
1- This structure is perfect for class building,
processing and reviewing information,
energizing the class, forming random pairs or
teams, lesson starts or wraps.
2- It is a kind of “ Whole Brain Teaching”
.All students stand up and put their hands up .1
Students mingle, mix, practiced meeting and .2
greeting, and find a
.partner
.Students sit and put their hands down .3
.Teacher assigns and defines the task .4
”.Students are given “think time .5
.Pairs of students complete the task .6
Task 3
Task 4
Which Kagan Structure should I use first and Where"
"?do I begin
1.
2.
3.
4.
5.
Which Kagan Structure should I use first and Where"
"?do I begin
1. RallyRobin
2. Timed Pair Share
3. RoundRobin
4. RallyCoach
5. Stand Up, Hand Up Pair Up
Task 5
What are the positive
outcomes from Kagan
?Structures
Schools Teachers Students
Schools Teachers Students
Improved Outcomes Content-Free Engaging
All Teachers Benefit Easy to Implement Brain Compatible
Not Test Dependent Little or No Prep Time Learner Centered
Improved Communication and Ongoing, Authentic Delivering an Embedded

Sharing Assessment Curriculum
Transformed Staff Meetings Not One More Program Real-Life Transfer
Breaking the Replacement Making the Impossible Workplace Competencies

Cycle Possible
Sustained Implementation Distributed Practice
Respect Basic Principles ( PIES)

What is “ PIES” concepts that
?summarizes Kagan Structures
PIES
positive (P)
interdependence
individual (I)
accountability
simultaneous (S)
.interaction
equal (E)
participation
Hope you have got the
whole benefit

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* What is cooperative learning?

* What is Kagan cooperative learning?

* What are Kagan structures?

.Kagan Structures implement the PIES principles *

1. Products are co-constructed.

Focus on group goals Focus on individual goals within group

Process is fluid, responsive and adaptive Process is clean and defined

Roles/ responsibilities are negotiated/ Roles/ responsibilities are pre defined/

Emphasizes the intrinsic benefits of learning Utilizes conditioning to reward learning

promote cooperation and

Retain their interest in

Teach pupils skills, interaction Students are all

Give pupils the skills Minimize the

How students interact

How students treat each other

Student engagement and

3- One participant respond to the teacher’s question either orally or

All Teachers Benefit Easy to Implement Brain Compatible

Not Test Dependent Little or No Prep Time Learner Centered

Improved Communication and Ongoing, Authentic Delivering an Embedded

Breaking the Replacement Making the Impossible Workplace Competencies

Respect Basic Principles ( PIES)

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