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Name of Strategy: Kagan Cooperative Learning
Example of Strategy: Timed-Pair Share
Purpose of Strategy: The purpose of Kagan Cooperative Learning strategies is to give teachers multiple ways to manage their classrooms, enhance scholastic achievements, bridge the academic gap, and to improve classroom relationships. According to Clowes, Kagan Cooperative Learning strategies can show educators how to "build powerful learning teams" (Clowes, 2011). In using Kagan Cooperative Learning strategies, students can work with instructors to not only enhance the learning community, but to express their scholastic needs. Cooperative learning, in the classroom, can positively transform classroom encounters.
Justification of Strategy: In my classroom, I would use Kagan Cooperative Learning strategies as a means to activate team-building and trust. As an adult education instructor, I find it necessary to form bonds with my students. Because of this, the use of Kagan Cooperative Learning strategies is a major component to the success of my instruction. Kagan's  Cooperative Learning strategies are comprehensive instructional designs that allow each classroom member to recognize the importance of the educational experience. With Kagan Cooperative Learning strategies, both teachers and students can process the elements of education in a harmonious environment.

Clowes, G. The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com.

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Name of Strategy: Augmentative & Alternative Communication
Example of Strategy: The use of pictures and gestures
Purpose of Strategy: The purpose of Augmentative and Alternative Communication (AAC) is to help students,with limited language, communicate at home and at school. As a supplement for speech, teachers and parents can use AAC to increase both the dialogue and communicative understandings of students. With AAC, students "can accomplish life's milestones, including making successful transitions to adulthood" (Rackensperger, 2012, p. 106). In the classroom, AAC can decrease the need for further accommodations.
Justification of Strategy: As an instructor, I would use AAC to help students develop their communicative and cognitive capabilities. As an educator, I believe all students deserve an opportunity to achieve their scholastic goals. Irrespective of their abilities, teachers must make certain to use procedures that induce inclusivity. The use of AAC can help students express their wants and needs. For me, I believe AAC can have a positive influence on the ways in which educators deliver instruction.

Rackensperger, T. (2012). Family influences and academic success: The perceptions of individuals using AAC. AAC: Augmentative & Alternative Communication, 28(2), 106-116.

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Name of Strategy: Focused Listing Strategy
Example of Strategy: Create a list of words that relate to a specific topic
Purpose of Strategy: The purpose of the focused listing strategy is to help students brainstorm varying topics. According to Cox, "the focused listing strategy is designed for students to generate words to define or describe something" (Cox, 2018). In using the focused listing strategy, teachers can help students in their attempt to comprehend new concepts and develop effective partnerships.The focused listing strategy is a vital element to an educator's ability to deliver new material.
Justification of Strategy: In my classroom, I would use the focused listing strategy as an innovative means to classroom collaborations. With any student population, it is necessary to create an environment that elicits group interactions. Because of this, the use of the focused listing strategy is imperative. The focused listing strategy gives students and educators a chance to work alongside each other to create lists that depict pertinent data.

Cox, J. (2018). 5 cooperative learning strategies to try today. [Blog post]. Retrieved from http://www.teachhub.com/5-cooperative-learning-strategies-try-today.

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Name of Strategy: Technology
Example of Strategy: VoiceThread
Purpose of Strategy: The purpose of technology, in the classroom, is to give teachers an alternative method to communication. From audio books to online applications, technology offers various forms of communication outlets. By integrating technology in the classroom, educators are optimizing the ways in which students learn. Technology can support both the education of students and the instruction of teachers. According to Manning and Johnson, "technology affords new possibilities for learners of all ages" (Manning & Johnson, 2011, p. 6). With technology, the possibilities for student success are endless.
Justification of Strategy: In my classroom, technology is a significant component to the success of my instruction. In working with adult students, technology allows me to recognize the ever-changing needs of a technologically-driven population. With social media and social networking at the helm of communication, I find technology to be necessary for student-student and student-teacher interactions. I plan to continue in my desire to utilize technology for the betterment of student communication and achievement.

Manning, S. & Johnson, K.E. (2011). The technology toolbelt for teachers. San Francisco: Jossey-Bass.

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Name of Strategy: Teacher-Assigned Groups
Example of Strategy: Alphabetical Rotation System
Purpose of Strategy: The purpose of teacher-assigned groups is to give educators a chance to recognize the scholastic needs of students in an effort to give them learning experiences that meet those scholastic needs. According to Weimer, "when teachers use knowledge and skill criteria to form groups, students have a greater chance of experiencing a group that accomplishes more than they could as individuals" (Weimer, 2013). With teacher-assigned groups, teachers can differentiate which students require additional assistance. Positive group experiences can help students develop skills that are necessary in the workplace. Because of this, teacher-assigned groups are a mainstay in the classroom.
Justification of Strategy: In an adult education course, I would use teacher-assigned groups to increase both participation and academic competencies. Teacher-assigned groups, in adult education classes, can not only alleviate tension for the student, but the entire learning community will recognize how important it is to both learn and trust each other. Teacher-assigned groups are a significant element to the achievement of both teachers and students. In any course of study, teacher-assigned groups can help teachers in their quest to educate the masses.

Weimer, M. (2013, July 31). Better group work experiences begin with how the groups are formed [Blog post]. Retrieved from https://www.facultyfocus.com/articles/teaching-professor-blog/better-group-work-experiences-begin-with-how-the-groups-are-formed/print/.

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Name of Strategy: SPRinG Approach
Example of Strategy: Integrated Collaborations
Purpose of Strategy: The purpose of the SPRinG (social pedagogic research into grouping) Approach is to give teachers an opportunity to gain a better understanding of the academic advantages to social interactions among students. According to Baines, Bassett, Blatchford, Rubie-Davies and Chowne, "the SPRinG program was designed to create connectedness among group members" (Baines, Bassett, Blatchford, Rubie-Davies & Chowne, 2006, p. 751). From pupil-pupil to pupil-teacher interactions, the SPRinG Approach can not only raise the rate of student success, but teachers can gain a greater understanding of the ways in which they can support the needs of diverse student groups.
Justification of Strategy: As an adult education instructor, I would use the SPRinG Approach to gauge the affects of group interactions. For me, group interactions are an effective means to instructional recognition. In teaching adults, the SPRinG Approach will allow both students and teachers a chance to cultivate a scholastic partnership. Partnerships among students and teachers can promote academic and instructional success.

Baines, E., Bassett, P., Blatchford, P., Chowne, A. & Rubie-Davies, C. (2006). The effect of a new approach to group work on pupil-pupil and teacher-pupil interactions. Journal of Educational Psychology, 98(4), 750-765.

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Name of Strategy: Student Chosen Groups
Example of Strategy: Based on Random Interests
Purpose of Strategy: The purpose of student-chosen groups is to give scholars an opportunity to take ownership of their education. In the classroom, students are the proprietors of their academic success. Because of this, educators must make certain to give students a chance to fulfill their scholastic goals in a self-sufficient manner. Weimer suggests that "students report higher levels of satisfaction with group experiences when they have selected their members" (Weimer, 2013). Student-chosen groups are an exceptional means to the unification of the student population.
Justification of Strategy: For me, student-chosen groups are most suited for introductory assignments that are meant to familiarize students with their peers. While they are intended to give students a chance to take ownership of their scholastic environment, students are more often concerned with who they partner with instead of the topic at hand. Nevertheless, I will continue to use student-chosen groups as a grouping strategy. I find its product to be greater than its origin.

Weimer, M. (2013, July 31). Better group work experiences begin with how the groups are formed [Blog post]. Retrieved from https://www.facultyfocus.com/articles/teaching-professor-blog/better-group-work-experiences-begin-with-how-the-groups-are-formed/print/.

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Name of Strategy: Randomized Group Work
Example of Strategy: Count Off (1,2,3,1,2,3, etc)
Purpose of Strategy: The purpose of randomized group work is to increase the awareness of student abilities and to influence new student interactions. Randomized group work is easily administered and gives students a fair chance to achieve their academic outcomes. In using randomized group work, in the classroom, Liljedahl suggests that the "mobility of knowledge between students increases" (Liljedahl, 2014, p. 4). Within any academic community, randomized group work forces both students and teachers to implement change in their usual behaviors.
Justification of Strategy: In the classroom, I would use randomized group work to alter my method of instruction. With randomized group work, students will not only notice the recognizable changes within their learning community, but students will gain a sense of urgency for continued progression. As an educator, I find it necessary to offer learning opportunities that are new and innovative. In doing so, I am bridging the achievement gap of the entire learning community.

Liljedahl, P. (2014). The affordances of using visibly random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (Eds.),  Transforming Mathematics Instruction: Multiple Approaches and Practices (2014). New York, NY: Springer.