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Cooperative Learning and the affective domain

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journal contribution
posted on 18.01.2019 by Ashley Casey, J. Fernandez-Rio
This paper seeks to give practical examples of how teachers can promote the development of students’ affective learning using two Cooperative Learning structures: Student Teams Assessment Divisions (STAD) and Jigsaw Classroom. It also includes a taxonomy aimed to help teachers value and assess their students’ affective learning. The paper concludes by suggesting that if Physical Education is serious in its commitment to help all students learn across the different learning domains (i.e. physical, cognitive, social and affective), teachers need to be more selective in their choices of pedagogical approaches. In short, they must select those approaches capable of developing learning in the affective domain (e.g. Cooperative Learning and structures like SDAT and Jigsaw).

History

School

  • Sport, Exercise and Health Sciences

Published in

Journal of Physical Education, Recreation and Dance

Volume

90

Issue

3

Pages

12-17

Citation

CASEY, A. and FERNANDEZ-RIO, J., 2019. Cooperative Learning and the affective domain. Journal of Physical Education, Recreation and Dance, 90 (3), pp.12-17.

Publisher

Taylor & Francis (Routledge)

Version

AM (Accepted Manuscript)

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Physical Education, Recreation and Dance on 15 Mar 2019, available online: https://doi.org/10.1080/07303084.2019.1559671

Acceptance date

21/12/2018

Publication date

2019

ISSN

0730-3084

eISSN

2168-3816

Language

en

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Keyword(s)

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