Cooperative Learning Branches Connected by NICLEE

 The Jigsaw Classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Read more about Jigsaw Classroom in Elliot Aronson's chapter in one of our latest ABC for the cooperative discourse. Elliot Aronson is also a member and cosponsor of NICLEE - the global network for cooperative learning.  Read more about this volume! Pioneering Perspectives in Cooperative Learning - Theory, Research, and Classroom Practice for Diverse Approach to CL. (Davidson, N. ed., Routledge, 2021, 267 pages) 

Following the four basic principles and the Seven Keys for Success of Kagan, you can conduct a CL practice to understand how interconnected the structures and team building are.  Read more about this Structural approach in Spencer Kagan's chapter in one of our latest ABC for the cooperative discourse. Spencer Kagan is also a member and cosponsor of NICLEE - the global network for cooperative learning.  Read more about this volume! Pioneering Perspectives in Cooperative Learning - Theory, Research, and Classroom Practice for Diverse Approach to CL. (Davidson, N. ed., Routledge, 2021, 267 pages) 

Peer tutoring is a cooperative learning method based on the creation of pairs of students with an asymmetric relationship, with one student performing the role of tutor and the other one the role of tutee. Both students have a known, common, and shared learning aim (e.g., the development of a specific competency), which is attained through a structured framework for interaction previously planned by the teacher.

Peer tutoring is widely used in many countries, in all types of educational programs, and in all levels and curriculum areas. 

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 A paradigmatic analysis of the cooperative learning discourse, framed through Thomas S. Kuhn’s theory of scientific paradigms, reveals that the discourse exhibits the core characteristics of a distinct paradigm. 

  This new perspective is the structural approach (Kagan, 1990), which, based on its paradigmatic features, is now often referred to as a post-structuralist approach (Arató, 2013, 2014). Unlike traditional structural approaches that rely on fixed frameworks, this paradigm focuses on transforming the structures that shape the learning process itself, hence the post-structuralist label. It aims to transcend and deconstruct existing structures.