Mikayla Garcia

EDUC 1301
Cooperative Learning Strategies
December 10, 2018
Daily Re-Looping

Daily re-looping of previously learned material is the practice of using previously learned

knowledge to the forefront of your mind in order to more easily build on the concepts. This

practice allows students to solidify previous knowledge and have an easier time adding to the

information and connecting ideas. This strategy demonstrates constructivism by allowing

students to rethink their cognitive structures, solidifying or altering their knowledge base.

Lessons that incorporate a re-looping activity help to strengthen understanding of a topic as a

whole. One way to incorporate re-looping into the class room is by using warm-ups that review

information from the previous day or days that you have been talking about a specific concept.

An example when talking about a biology class, your warm-up when talking about cell

respiration could be having students label the organelles that are involved in respiration one day,

and the next have them identify the order that the organelles are used in the process.

Board Rotation

Board Rotation is an activity that involves groups traveling around the room to different

boards (or signs) with topics or questions for the group to discuss. Each group will have a chance

to respond or answer and then move on and repeat the process, writing their second response

underneath the group prior. This activity allows for students to accomplish multiple things, first

they get to move around the room instead of being in their seats, next they get to work with a

group of students to brain-storm and problem solve, and they get to consider the previous

answers and work to improve the work and ideas that came before them. This strategy
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demonstrates the social-cognitive theory in the classroom which focuses on working with others

to problem solve. A good example of this strategy in a classroom might include creating 4-5

subtopics of a key concept for students to work through and practice. You might have students

work out a solution to a story, solve an equation, make improvements to an idea, or even include

a board for students to ask their own questions surrounding the concept. Once students have

rotated through the boards, the teacher can take the topics and questions and sit down with the

class and discuss the answers until students are in agreement about the best way to accurately

respond to the board/prompt, and if a question board was included, you can have students answer

each-others questions surrounding the topic.

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Resources

The strategies and theories mentioned were compiled based off of the resources given in my
EDUC 1301 class with Professor Sharon Hirschey.

Glossary of Teaching Strategies from the National Center on Educational Outcomes, compiled
by teachers in Minnesota during the 2001-2002 school year.

Interactive Techniques

Principles of Teaching and Learning: Exploring Pedagogy, Curriculum, and Instruction power-
point, Cengage Learning