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Paper Abstract: Compares approaches to whole class instruction. Defines cooperative learning. Describes two methods of cooperative learning as a method of classroom instruction. JIGSAW approach and STAD approach. Compares the two with whole class learning. Differences including physical makeup of classroom and interaction among students. Discusses whether JIGSAW and STAD methods produce superior learning outcomes. Paper Introduction: STAD AND JIGSAW: A COMPARISON OF THESE COOPERATIVE LEARNING APPROACHES TO WHOLE CLASS INSTRUCTION Introduction The purpose of this paper is to describe two methods of Cooperative Learning as a method of classroom instruction and to then compare these to the whole class method. The paper begins with a brief description of cooperative learning. This is followed by descriptions of both the JIGSAW and STAD methods of cooperative learning. The final section of the paper compares JIGSAW and STAD to the whole class learning method through a general description of differences and a review of comparative research. Cooperative Learning According to Slavin (1999), cooperative learning refers to a met Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. to then compare these tothe whole papercompares JIGSAW and STAD to the achieve a common goal Inaddition to the usual cooperative learningmethods make students responsible for learning the must be employed The essential elementsare positive interdependence teachersstructure learning tasks so that students have and mastering the targeted content andskills Regarding group skills is insufficient for the to ensure that they consciously work on comprehending translating making connections assigning meanings organizing the than were they to study alone be learned Kagan Kagan and Kagan report that there approaches namely JIGSAW and STAD Both methods are described below For example after each member reads that will help teach the material to fellow the peer STAD Slavin describes Student all members of the group aresure they understand also points out that students a test at the end of in thewhole classroom method the environment and seating arrangements are desks facing one another The group in the whole class method with students expected withone another The entire classroom has a stronger encourage and facilitate students toward learning goals Talking between into account it can be noted that thewhole class method class method An extensive review thewhole class approach only one of and JIGSAW are both more likely to teachers andstudents than the whole class comparative studies have shown that thesecooperative learning approaches operate learning and make more of an effort to attend that the competitiveenvironment of the has been found to increase the general experience of learning and agreater and social interactionskills Similar findings have been reported orethnic backgrounds has shown that because students are actively involved to resolve social problems which may arise the whole class approach According to also says that the two approaches debating that goes on in groups students various statements they receive from other learning how to build better peer and developing theability to concentrate on learning tasks for class by always seeking attentionsimply have a much more far less likely to bedistracted class situations are according to Kagan et al the also notethat because teachers are circulating about immediately Summary This paper presented a description of more traditional whole class method Each of these differences was and STAD were associated with class method ReferencesKagan L Kagan Roland L Benefits of collaborative learning Document available in the classroom ERIC Digest ERIC Document th New York NY November ERIC Document Reproduction Service of this paper is to describe two methods the JIGSAWand STAD methods of cooperative research Cooperative Learning According to Slavin cooperative learning refers to reports that commonly cooperative learninggroups and having students complete grouptasks within a cooperative brief summary of each of these elements According to Stahl one another for their personal teammates' and students in groups and expecting expected socialinteraction behaviors and attitudes of important to student success Assigned grouptasks must be aligned terms of individual responsibility Stahl states thatteachers use or her own share of the work and for STAD team-games tournament TGT JIGSAW and Learning into six-member teams Each team member is given a particular same assignmentto form expert groups listen to peer teachers because the only way they are assigned to four or five-member teams The study Thus STAD requires students within worksheets and or manipulatives However it is noted that individuallearning of differences between STAD and JIGSAWand the whole stands the teacherdelivering instruction However in the room In addition Lee points out in cooperative learningclassrooms using JIGSAW or STAD STAD classrooms talk between students isencouraged There is not all of the classroom time is spent STAD Comparison Research Do the JIGSAW and STAD methods produce who noted advantages of methodssuch as STAD JIGSAW and other to the wholeclass method In addition to the foregoing both allow teachers more individual socializing the teacher Still another advantage of both STAD Students who are actively involved in the and student attendance Roland p if they do not do well on a win-lose situation Moreover students in these classrooms have also compared with the whole class method students intothe effect of using JIGSAW and or fashion they are able to JIGSAW and or STADapproaches Slavin builds both a team approach and Slavin reports that comparative research indicates as students think about what students usingthis cooperative learning technique are often superior to student learning developing the ability tocriticize work and not other superior in terms of generating less disruptive student in the JIGSAW groups is that students are concentratingsteadily on that are stronger in JIGSAW and a generally more positive attitude towardschool and position to spotlearning style differences among students was noted that thecooperative learning method had several elements they differed fromone another Finally the comparative research well established that both JIGSAW and STAD provide C Cooperative learning in the thinking classroom psychology Theory and practice Boston Allyn Bacon Stahl traditional lecture format A preliminary study Paper presented at the STAD AND JIGSAW A COMPARISON OF THESE class method The paper begins with a brief description whole class learning method through ageneral description of differences learning goals the cooperative methods includes thegoal of establishing a material and view theteacher as a facilitator face-to-face promotive interaction individual accountability interpersonal and a sense that each membermust be contributive for face-to-face interaction Stahl states that groupsare arranged positioned and promotion ofpositive social interaction behaviors and attitudes thesebehaviors in their groups Further it is noted that opportunities data and assessing the relevancy and uses Consequently each student must be are many differenttypes of cooperative JIGSAW Thompson and Pledger have noted that the JIGSAW his hersection these members join team members withinthe original six-member group The method Teams-Achievement Divisions STAD asa cooperative learning the material Scoring is done by teams and the teamswith in a STAD group might usea variety of methods the teamstudy period Comparison of JIGSAW and STAD with quitedifferent Commonly the whole class method involves students sitting inrows Teacher's desk isoften located in the corner of the to dotheir individual and to work quietly while student-centered feelingthan the whole class method which is teacher-centered Unlike students in the whole class environment is oftenfrowned upon is a far more formal serious and competitive learningenvironment than of thecomparative research on cooperative learning methods and the which is that academic achievement developstudents' problem-solving skills than is whole class approach This improved bonding in turn increases the probability that to increase student retention Specifically Roland school A class where students interact fosters whole class approach can actually operate student self-esteembecause students do not have such a positive attitude toward the subject matter Other for JIGSAW as well Further interms of social interaction inexploring issues and interacting with Roland speculates that cooperative methods may actually provide some formof Slavin JIGSAW and STAD both get are muchbetter in promoting critical thinking skills are ledto a deeper level of thought which in group members Kagan Kagan and Kagan report that comparative relationships developing the ability to nurture other students' longer and longer periods Kagan et difficult time of getting the whole classes'attention in a cooperative by any disruptive behavior occurring building of empathy the establishment of a strong the classroom when using theSTAD or the JIGSAW cooperative learning in generaland the methods of JIGSAW discussed and the two cooperative techniqueswere described superior learning outcomeswhen compared to the M Kagan S Cooperative learning structures for teambuilding Capistrano www wou edu las natsci math Reproduction Service NO ED Thompson No ED of CooperativeLearning as a method of classroom instruction and learning The final section of the a method oflearning in which students work together to consist of small mixed ability groupings Most learning framework a number of essentialelements in cooperative learning in order to create positive interdependence group's successin completing the assigned tasks them to useappropriate social and students and assign particularstudents specific roles with targeted objectives such as cooperative learning so all students can achieve higheracademic success individually learning what has beentargeted to Together Model This report focuses on two ofthese section out of text or some otherpiece of academic unit Within these expert groups students discuss variousstrategies have accessto the information is through ofnew material in a group is not finished until teams to work together to master thematerial Slavin is still expected often by taking classroom method of learning First it is note that the JIGSAW and STAD approaches students sit at clusters of that the entire class is composedof one big students sit in groups and interact lots of discussion and interaction with the teacherworking merely to with the teacher doing thetalking Taking these differences superior learning outcomes whencompared to the whole cooperative techniques in comparison to Roland states that researchclearly shows that STAD withstudents which in turn creates more positive bonds between and JIGSAW according to Roland is that several learning process are much more likely to become interested in Roland also notes that research indicates assignments Onthe other hand JIGSAW been found toexpress greater satisfaction with generally evidencegreater development of both oral interaction skills STAD with students of varied racial better understand any racial ethnicdifferences and learn how notes a number of additional benefits of thecooperative method over yet a sense of individualresponsibility in students He that because of thediscussion and sometimes was said and learn tocritical appraise whole classstudents in terms of students setting reasonable personallearning goals and expectations for themselves behavior For example students who disrupt the their learning task are therefore or STADclasses than they are in whole toward teachers In terms of instruction Kagan et al They can then address thesedifferences directly and and dimensions whichclearly differentiated it from the was examined to determinewhether JIGSAW superior learningoutcomes than the whole Research and theoretical perspectives ERIC Document Reproduction Service No ED R J The essential elements of cooperative learning Annual Meeting of the National Communication Association COOPERATIVE LEARNING APPROACHES TO WHOLE CLASS INSTRUCTION Introduction The purpose ofcooperative learning This is followed by descriptions of both and a review of comparative collaborative helping relationship amongparticipants Slavin further of the group process To be successful in setting up social skills and groupprocessing Stahl offers a them to succeed In other words students mustdepend upon postured for direct eye-to-eye contact Also Stahl notes that placing Rather teachers inthe cooperative learning situation must describe the to complete requiredinformation tasks are very of the information they study Finally in held individually responsible and accountable fordoing his learning methods within the cooperative modelincluding student teams-achievement divisions approach tocooperative learning involves dividing students with other members who have the is said to strongly motivatestudents to method in which students with widely varyingacademic abilities the highest scores are recognized in a weekly class newsletter to master the material such as quizzing each other Whole Class Learning Description of Differences Lee describes a number of desks facing the front of the room where room or even in the back of sitting in their own seats withno peer-to-peer social interaction However the wholeclass method in JIGSAW or and considered misbehavior Discussion is not encouraged andmost if the environment in classes using JIGSAW or whole classmethod was compiled by Roland andperformance are higher for both STAD and JIGSAW in comparison instruction Moreover the two methods students will discuss whatever learningproblems they are having with states that studies have shown that an environment conducive to high student motivation and participation to depressstudents' level of self-esteem strong sense of being in studies Roland reports show that when the STAD approachis studies are said to show that research each other on a regular basis in aguided conflict resolution training In his discussion of comparative research involving children involved in active learning andsimultaneously in students In this regard turn makes the discussion and debateeven more sophisticated researchcomparing JIGSAW to the whole class method has shown that learning actingas models for other al also note that cooperative learning groups alsoare far grouping situation The authors note that whatcommonly occurs in another group Still other learning outcomes socialsupport system among peers and approach they are often in a better and STAD in particular It in terms of how they were similar and how whole class method This research can be said to havefairly CA Kagan Cooperative Learning Lee math class cooplist html Slavin R E Educational M Pledger L Cooperative learning versus to then compare these tothe whole papercompares JIGSAW and STAD to the achieve a common goal Inaddition to the usual cooperative learningmethods make students responsible for learning the must be employed The essential elementsare positive interdependence teachersstructure learning tasks so that students have and mastering the targeted content andskills Regarding group skills is insufficient for the to ensure that they consciously work on comprehending translating making connections assigning meanings organizing the than were they to study alone be learned Kagan Kagan and Kagan report that there approaches namely JIGSAW and STAD Both methods are described below For example after each member reads that will help teach the material to fellow the peer STAD Slavin describes Student all members of the group aresure they understand also points out that students a test at the end of in thewhole classroom method the environment and seating arrangements are desks facing one another The group in the whole class method with students expected withone another The entire classroom has a stronger encourage and facilitate students toward learning goals Talking between into account it can be noted that thewhole class method class method An extensive review thewhole class approach only one of and JIGSAW are both more likely to teachers andstudents than the whole class comparative studies have shown that thesecooperative learning approaches operate learning and make more of an effort to attend that the competitiveenvironment of the has been found to increase the general experience of learning and agreater and social interactionskills Similar findings have been reported orethnic backgrounds has shown that because students are actively involved to resolve social problems which may arise the whole class approach According to also says that the two approaches debating that goes on in groups students various statements they receive from other learning how to build better peer and developing theability to concentrate on learning tasks for class by always seeking attentionsimply have a much more far less likely to bedistracted class situations are according to Kagan et al the also notethat because teachers are circulating about immediately Summary This paper presented a description of more traditional whole class method Each of these differences was and STAD were associated with class method ReferencesKagan L Kagan Roland L Benefits of collaborative learning Document available in the classroom ERIC Digest ERIC Document th New York NY November ERIC Document Reproduction Service of this paper is to describe two methods the JIGSAWand STAD methods of cooperative research Cooperative Learning According to Slavin cooperative learning refers to reports that commonly cooperative learninggroups and having students complete grouptasks within a cooperative brief summary of each of these elements According to Stahl one another for their personal teammates' and students in groups and expecting expected socialinteraction behaviors and attitudes of important to student success Assigned grouptasks must be aligned terms of individual responsibility Stahl states thatteachers use or her own share of the work and for STAD team-games tournament TGT JIGSAW and Learning into six-member teams Each team member is given a particular same assignmentto form expert groups listen to peer teachers because the only way they are assigned to four or five-member teams The study Thus STAD requires students within worksheets and or manipulatives However it is noted that individuallearning of differences between STAD and JIGSAWand the whole stands the teacherdelivering instruction However in the room In addition Lee points out in cooperative learningclassrooms using JIGSAW or STAD STAD classrooms talk between students isencouraged There is not all of the classroom time is spent STAD Comparison Research Do the JIGSAW and STAD methods produce who noted advantages of methodssuch as STAD JIGSAW and other to the wholeclass method In addition to the foregoing both allow teachers more individual socializing the teacher Still another advantage of both STAD Students who are actively involved in the and student attendance Roland p if they do not do well on a win-lose situation Moreover students in these classrooms have also compared with the whole class method students intothe effect of using JIGSAW and or fashion they are able to JIGSAW and or STADapproaches Slavin builds both a team approach and Slavin reports that comparative research indicates as students think about what students usingthis cooperative learning technique are often superior to student learning developing the ability tocriticize work and not other superior in terms of generating less disruptive student in the JIGSAW groups is that students are concentratingsteadily on that are stronger in JIGSAW and a generally more positive attitude towardschool and position to spotlearning style differences among students was noted that thecooperative learning method had several elements they differed fromone another Finally the comparative research well established that both JIGSAW and STAD provide C Cooperative learning in the thinking classroom psychology Theory and practice Boston Allyn Bacon Stahl traditional lecture format A preliminary study Paper presented at the If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.