Casey & Fernandez-Rio 2019 JOPERD.pdf (288.4 kB)
Cooperative Learning and the affective domain
journal contribution
posted on 2019-01-18, 16:52 authored by Ashley CaseyAshley Casey, J. Fernandez-RioThis 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 DanceVolume
90Issue
3Pages
12-17Citation
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/10.1080/07303084.2019.1559671Acceptance date
2018-12-21Publication date
2019ISSN
0730-3084eISSN
2168-3816Publisher version
Language
- en