Adopt and adapt parts of several cooperative learning models to fit your teaching style and situation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In its conclusion, the chapter recommends that teachers not limit themselves to one model: "Teachers can choose one of the models of CL described above, but may be better off adopting and adapting parts of several models to create their own flavor of CL that best fits their teaching style and situation." The chapter points teachers to the other articles in its volume for examples of how to do this, positioning model-mixing as the practical path for language teachers implementing cooperative learning.

Design Implications¶

Context¶

Requirements¶

• Familiarity with the five described models so parts of several can be selected and combined.

Constraints¶

Target Learners¶

• language teachers in Japan designing cooperative learning for their classes

Target Learning Goals¶

• implementing cooperative learning suited to the teacher's style and classroom situation

Affordances¶

• Five Models Cooperative Learning Taxonomy

Related Strategies¶

• Teachers choose the matrix quadrant that complements their strengths and institutional culture
• Use context-specific fit questions to decide whether a specific measure suits your setting

Examples¶

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Key Sources¶

• Kluge, David. (1999). A Brief Introduction to Cooperative Learning. https://eric.ed.gov/?id=ED437840