Circles of Learning: Cooperation in the Classroom

by David W. Johnson (Editor)

Describes cooperative learning and its supporting research and explains why cooperation strengthens schooling at every level.

Genres: Education, Nonfiction, Teaching

88 pages, Paperback

First published January 1, 1984

Reviews

[Judy · Rating 3 out of 5]

If a teacher wants to promote cooperative learning, the Johnsons' books are a good starting point. I hope that schools have moved beyond this 'group think' approach. It's fine on occasion, but it doesn't fit the needs of many students. Then, too, there's the issues that arise when some students don't pull their weight. The hard-working students are left feeling frustrated.

[Michael Loveless · Rating 3 out of 5]

Circles of Learning is an older book. Once upon a time cooperative learning was "This Year's New Thing" in education. Over the last four decades it has probably been accepted by most teachers and incorporated into their bag of tricks. David Johnson would almost surely be disappointed. In Circles of Learning he promotes cooperative learning as the primary form of instruction and a panacea that could be used to increase academic achievement. He surely overstates his case, but it's hard to think that cooperative learning isn't just as valuable today as it was forty years ago. Collaboration is more necessary for the average worker today than it was then, and Johnson's arguments hold up pretty well. The book talks about the characteristics of successful cooperative learning, and goes into detail about each. My only complaint is that although Johnson did talk about specific, practical details; he didn't include many lesson ideas so the reader could imagine using the method to teach something they might normally teach through other means. This book is a classic and still worth reading.

[Amanda · Rating 5 out of 5]

Incredibly succinct and insightful resource in implementing cooperative learning strategies in the classroom. It laid out a clear, research-based basis for cooperative learning as opposed to competitive or individualistic learning, as well as numerous resources for planning, implementation, and professional collaboration. I have bookmarked several sections I intend to use as social/emotional skills standards in designing curriculum. I would highly recommend this book for every teacher.

[CEHD at the U of M]

Roger T. Johnson, co-author.