穨Review. Pdf

2.5 Cooperative Learning Methods 
According to Johnson, Johnson, and Stanne (2000), cooperative learning was 
actually a generic term that refers to numerous methods for organizing and conducting 
classroom instruction. Almost any teacher could find a way to use cooperative 
learning that was congruent with his or her philosophies and practices. So many 
teachers use cooperative learning in so many different ways that the list of methods 
was impossibly exhaustive in this literature review.
Out of the many methods that different teachers or researchers have developed, 
as Johnson, Johnson and Stanne (2000) stated, the following ten had received the 
most attention, as shown in Table 2.2. 
Table 2.2 Modern Methods of Cooperative Learning 
Researcher-Developer 
Date 
Method 
Johnson & Johnson 
Mid 1970s 
Learning Together (LT)
DeVries & Edwards 
Early 1970s 
Teams-Games-Tournaments (TGT)
Sharan & Sharan 
Mid 1970s 
Group Investigation (GI) 
Johnson & Johnson 
Mid 1970s 
Constructive Controversy 
Aronson & Associates 
Late 1970s 
Jigsaw Procedure 
Slavin & Associates 
Late 1970s 
Student Teams Achievement Divisions (STAD) 
Cohen 
Early 1980s 
Complex Instruction 
Slavin & Associates 
Early 1980s 
Team Assisted Instruction (TAI) 
Kagan 
Mid 1980s 
Cooperative Learning Structures 
Stevens, Slavin, & Associates 
Late 1980s 
Cooperative Integrated Reading & Composition 
(CIRC) 
Kagan 
Early 1990s 
Three-Step Interview 
Kagan 
Late 1980s 
Inside-Outside Circle 
(Adapted from Johnson, Johnson, & Stanne, 2000) 
The methods used in the experimental group in this study included Three-Step 
Interview (Kagan, 1993), Talk-Pair (adapted from Think-Pair-Share, Kagan, 1993), 
Inside-Outside Circle (adapted from Kagan, 1989), Learning Together (Johnson & 
Johnson, 1970s), and Students Teams-Achievement Divisions (Slavin, 1977). Each 

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of these methods employed in this study would be discussed in the following sections. 
2.5.1 Three-Step Interview 
Three-step interviews (Kagan, 1993) could be used as an icebreaker for team 
members to get to know one another or can be used to get to know concepts in depth, 
by assigning roles to students. In Three-Step Interview, student A would interview 
B for the specified number of minutes, listening attentively and asking probing 
questions (Kagan, 1993). At a signal, students reversed roles and then B interviewed 
A for the same number of minutes. At another signal, each pair turned to another 
pair, forming a group of four. Each member of the group introduced his or her