"It's All About Engagement"

“What is Kagan?” A brief introduction to the powers of using Kagan Cooperative Learning Structures and principles in the classroom.

Dr. Spencer Kagan, a psychologist, researcher, author, and speaker, developed a structure for cooperative learning that engages learners and holds each person accountable (KaganOnline, 2020). Kagan Cooperative Learning Structures encourage students in their academic pursuits, helps students identify in a community, builds confidence for each learner, provides behavioral organization, and allows students to practice effective social-emotional skills (KaganOnline, 2020).

With these structures in place, it really is “all about engagement” in the classroom environment (KaganOnline, 2020). Dr. Spencer Kagan’s research published in the Journal on Excellence in College Teaching (2014) supports that each cooperative learning structure must apply four principles: PIES (Positive interdependence, Individual accountability, Equal participation, and Simultaneous interaction).

Because of the focus on providing all of the elements of PIES in each activity, students take part in cooperative learning by “work(ing) together to maximize their own and each other’s learning (Johnson, Johnson, and Smith, 2014).” Engaging each student in the conversation to ensure active participation and accountability makes Kagan’s Cooperative Learning Structures highly effective. In contrast to the individualistic and competitive approach to traditional education methods, Dr. Spencer Kagan’s principles can be integrated into all areas of study to develop a well-rounded and engaging experience for each student (Reiser and Dempsey, Trends and Issues in Instructional Design and Technology, 2018, p. 270).

Active Learning

According to Resier and Dempsey (Trends and Issues in Instructional Design and Technology, 2018), active learning is evident when students “construct, discover, and transform their own knowledge (p. 270).” Kagan Cooperative Learning Strategies teach students how to reason and develop their thinking in a way that is productive and stimulating. In reference to Gibbs’ book, Tribes, Judy Willis, M.D., M.Ed. shares that students understood at a deeper level when they were able to talk, explain, and argue about the concept with their group, rather than taking in the information passively (Cooperative Learning is a Brain Turn-On, 2009).

Since Kagan Cooperative Learning Structures rely on the PIES principles, the framework is built in for equitable and simultaneous learning (KaganOnline, 2020). Students not only must rely on their teammates for pieces of the learning structures to function, but every student is accountable for part of the learning structure. This ensures that it isn’t only the few engaged in the lesson, but that all students are a part of the process. In classrooms where Kagan Cooperative Learning Structures have been implemented, student engagement levels and academic gains are evident (Dotson, J., 2001). It is clear that active learning is a driving force of Kagan Cooperative Learning Structures that hold every learner responsible for their own learning.

Students in a second grade classroom practice active learning as they engage in a structure titled, Numbered Heads Together. Students are working as a team to develop one answer to share with the class.

Team-Based Learning

Conversely, though each learner is held accountable in Kagan Cooperative Learning Structures, learners each carry the charge of their group’s success (Willis, J., 2009). She writes, “Students are expected to participate in tasks that are clearly constructed and necessary for the group’s success (Willis, 2009).” One team member’s lack of support can change the dynamic of the group. Willis expresses that the positive interdependence outlined in PIES, develops an inherent need for one another in Kagan Cooperative Learning Structures (Willis, J. 2009). Dotson (2001) poses that grouping is essential for cooperative learning, and heterogenous groups are most widely implemented. After attending several trainings on Kagan Cooperative Learning Structure integration, it is apparent that groups of three to five students are ideal in cooperative learning groups, so each student has a chance to be heard.

Kagan groupings consist of the following:

• “a high, two middle, and a low achieving student” (Dotson, 2001)

• “a mix of gender and ethnic diversity that reflect the classroom population” (Dotson, 2001)

• “produces the greatest opportunities for peer tutoring and support” (Dotson, 2001)

• “improving cross-race and cross-sex relations and integration” (Dotson, 2001)

In order to enrich our learners, we can implement the concept of diverse teams in the classroom (Reiser and Dempsey, Trends and Issues in Instructional Design and Technology, 2018). In my personal experience, I have seen these mixed teams challenge one another, not only in academics, but in social and societal manners, as well.

Social Skills and Community

“Leadership, decision-making, trust-building, communication, and conflict-management skills have to be taught just as purposefully and precisely as academic skills.” -Reiser and Dempsey (Trends and Issues in Instructional Design and Technology, 2018)

In order to be effective educators and instructional designers, we must not solely focus on the academic outcomes, but the social-emotional effects, as well. Interpersonal communication skills are essential for the development of a learner (Reiser and Dempsey, Trends and Issues in Instructional Design and Technology, 2018). Embedded in the foundation of Kagan Cooperative Learning Structures are social interaction and positive interdependence practices that go beyond the schema of a traditional classroom.

In Dr. Spencer Kagan’s article, Research and Rationale (2001), Kagan targets the principles of his Cooperative Learning Structures that set them apart from other models. He states that when “cooperative learning involves helping, praising, encouraging, celebrating, and listening, students become more caring and supportive toward each other… A caring community emerges (Research and Rationale, 2001).”

The built-in structure of praising and coaching builds student self-esteem and allows them to communicate with others more effectively, while the encouragement to question and test allows students a safe place free of judgement, where they can dive into concepts they felt ill-equipped to conquer alone (Willis, 2009).

Conclusion

While there is not a singular approach to providing engagement in a classroom, if a teacher implements Kagan Cooperative Learning Structures, the effects will produce conclusive gains in academics and social skills. With the integration of Kagan Cooperative Learning Structures, any other engagement tool will enhance a student’s classroom experience.

Reference

Dotson, J. (2001). Culminating Project. Kagan Online Magazine, Winter 2001. Retrived from https://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php

Kagan, S. (2014). Kagan structures, processing, and excellence in college teaching. Journal on Excellence in College Teaching, 25(3&4), 119-138.

KaganOnline. (2020). Breaking News from Kagan. Retrieved from https://www.kaganonline.com/

Reiser, R. & Dempsey, J. (2018). Trends and Issues in Instructional Design and Technology. New York, NY. Pearson Publishing.

Willis, J. (2009). Cooperative Learning is a Brain Turn-On. Kagan Online Magazine, Fall/Winter 2009. San Clemente, CA: Kagan Publishing. Retrieved from https://www.kaganonline.com/free_articles/research_and_rationale/310/Cooperative-Learning-is-a-Brain-Turn-On,1