Professional Documents
Culture Documents
COOPERATIVE
LEARNING
Team Interview
Paired Heads Together
Rally Coach
3 Step Interview
Give One, Get One
Placemat Consensus
Relay Review
Find Someone Who
Fan-n-Pick
Who am I?
4S Brainstorming
Mix-N-Match
Inside/Outside Circle
Blind Sequencing
Rally Robin
Sage and Scribe
Travelling Heads Together
Same Different
Listen Right
Rank Order
Back to back
Envoys
Jigsaw
Listening triads
Match mine
Pass the buck
Rainbow groups
Round table
Snowballing
Soldiers lines
1.
TEAM INTERVIEW
Can be used to assess new knowledge.
Learners work in teams of 3 or 4.
2.
Steps:
1. The teacher distinguishes shoulder learners from face learners.
2. The teacher presents a problem and provides learners with think time.
3. Learners write their answers individually, without help.
4. Learners share and discuss their answers with their shoulder learners,
coaching if necessary, to come to their best answer.
5. Learners signal when they are ready.
6. The teacher says, Turn to your face learners. Everyone share your best
answer. Learners just listen. Learners share as individuals, not pair to pair.
7. The teacher announces the correct answer, saying, If your partner said
XXXXXXX, then give them a high five (P1, handshake etc).
8. Teacher does an additional round, mixing up each time which face learner
answers.
3.
RALLY COACH
Can be used with work sheet or oral problems provided by the teacher.
Learners work in pairs.
Learners take turns, one solving a problem while the other coaches.
Steps:
1. Learner A solves the first problem, explaining what they are doing.
2. Learner B watches, listens, checks and praises.
3. Learner B solves the next problem, explaining what they are doing.
4. Learner A watches, listens, checks and praises.
5. Repeat.
4.
3 STEP INTERVIEW
Can be used as assessment of prior or new knowledge or opinion.
Learners work in pairs and then fours.
Learners interview a Learner and then share what they have learned.
Steps:
1. The teacher provides the interview topic and states the duration of the
interview.
2. The teacher calls for think time.
3. In pairs, learner A interviews learner B.
4. Learner A thanks and praises learner B.
5. The pairs switch roles: learner B interviews learner A and again thanks and
praises.
6. The pairs then pair up to form groups of four.
7. Round Robin: Each learner in turn shares with the team what he/she
learned in the interview.
5.
Steps:
1. In teams, learners brainstorm Give One items without writing them down.
2. When they agree they have come up with a good Give One item, they
each, in their own words write it in the Give One column. (Provide learners
with a worksheet with 2 columns one column titled Give One, the other
Get One.)
3. When their Give One column is full, the team stands.
4. When all teams are standing, each learner puts up a hand and moves to
find a new Learner.
5. In pairs, learners each give one idea and get one idea. Learners write the
idea they received in their own words in the Get One column.
6. Pairs part. Learners put a hand up until they find a new partner and then
again Give One & Get One.
7. When their form is full, learners stand at the side of the room offering to
Give One to anyone whose form is not yet full.
8. When all learners have finished their forms, they return to their teams and
share the ideas they have received.
6. PLACEMAT CONSENSUS
Team-mates place items they agree on in the centre of their team placemat.
Learners work in teams of four.
Steps:
1. Each team draws or is given a placemat on a large piece of paper.
(A placemat consists of four boxes with an additional box set in the middle
of the page for consensus items.)
2. The teacher provides the teams with a topic for discussion.
3. Team-mates all respond simultaneously in their individual space, writing as
many items as they can in the time allotted.
4. Team-mate 1 announces one item he/she has written.
5. Team-mates discuss the item.
6. If there is consensus that the item is important, Team-mate 1 records
his/her best consensus of the teams ideas in the centre of the placemat,
seeking help with wording if necessary.
7. The process is repeated for one or more rounds so each team-mate in turn
suggests an idea and records the team consensus.
7.
RELAY REVIEW
8.
Steps:
1. Hand each learner a work sheet and ask them to chose a partner.
2. Learner A asks learner B a question from the worksheet. B responds and A
writes down the answer and signs As work sheet.
3. B then asks A a question and A responds as above.
4. Learners shake hands/thank each other and move on to find a new
learner.
5. The whole process is then repeated until all questions have been answered.
6. The answers can then be reviewed within groups or as a whole class.
9.
FAN-N-PICK
10.
WHO/WHAT AM I?
11.
4s BRAINSTORMING
12.
MIX-N-MATCH
Can be used to acquire new knowledge or recap a topic.
Learners work individually and then pair up.
card
(e.g.,
question
and
answer;
2. With cards in hand, learners get up and move around the room trading
cards with other learners as they pass by.
3. When the teacher calls freeze, they all stop in their tracks and no
more trading of cards is allowed.
4. When the teacher calls match, learners actively seek out the partner
who has their matching card.
5. After all learners have found their perfect match, call mix and they
start again.
6. Encourage learners to mix independently, not with friends. Model how
to find a matching learner, if necessary.
7. When learners have a Learner, they move to the outside of the room to
allow more room for those still looking for a partner.
13.
INSIDE/OUTSIDE CIRCLE
Used to introduce new information.
Learners work in large groups.
Variations
Learners rotate in pairs and discuss in groups of four; e.g. teacher asks
question; inside circle pair discusses question while outside circle discusses
questions; pairs compare answers.
Learners generate questions they want to ask other learners in the
classroom. Put the question in a hat and draw out one question each time
the circles rotate.
Flashcards each learner makes up one question on a flashcard.
Learners ask each other their questions and switch cards before each
rotation. With each rotation, learners get a new partner and a new
question.
Teacher can supply the flashcards, or act as quality control by collecting
and correcting cards before they are used.
14.
BLIND SEQUENCING
Good for revision.
Teams are best in threes or fours.
Teams work to sequence cards in their proper order, but there is a catch
each learner is given his or her own cards, and no one else can see whats on
them!
The teacher prepares sequencing cards. Content on the cards may be
sequencing content or the steps of solving a problem. Each team receives
their cards face down so no one can see whats on the cards.
1.
Dealer Deals Cards
One learner is assigned the role of dealer. The dealers job is to equally
distribute the cards among team-mates. The dealer deals the cards face
down making sure no one can see the cards. When learners get their cards,
they mark the back of the cards to identify them as their cards. Learners can
use initials, a number, a letter or a geometric shape.
2.
Learners Describe Cards
Learners look at their cards, without showing them to anyone. In turn, each
learner describes his or her cards to the team. Learners describe the cards as
well as possible in an attempt to make it easy for the team to sequence the
cards.
15.
RALLY ROBIN
In pairs, learners alternate generating oral responses.
Can be used to review a lesson/topic.
Steps:
1. The teacher poses a problem to which there are several possible responses
or answers.
2. In pairs, learners take turns giving responses or solutions.
16.
Steps:
1. The Sage gives the Scribe step-by-step instruction on how to perform a
task or solve a problem.
2. The Scribe records or follows the Sages solution stepby-step in writing,
coaching if necessary.
3. The Scribe praises the Sage.
4. Learners switch roles for the next problem or task.
17.
Steps:
1. The teacher presents a problem and gives think time.
2. Learners privately write their answer.
3. Learners stand, show answers and discuss, then teach each other.
4. Learners sit down when everyone knows the answer or has something to
share.
5. The teacher calls a number, and one learner from each team with that
assigned number, stands up.
6. The standing learners join another team and sit down with them to share
their best answer.
18.
SAME DIFFERENT
Good for introducing new information.
Learners work in groups of 4.
Distribute materials. Each pair on the team (of 4) receives two items,
(e.g., pictures, articles, advertisements, poems, films, music, extracts
from texts) and a recording sheet for the team.
Make sure that Pair A does not show what they have to Pair B. (Teams
could build a barrier so pairs cannot see what the other pair has. Give
each pair two wallet folders and one paper clip. They clip the folder
together at the top with a paper clip and spread the base to make a
stand-alone buddy barrier).
In their pairs, each learner takes it in turn to make their contribution.
When the separate pairs have uncovered all the similarities and
differences or cant find any more, they compare their lists. They go
over all the similarities and differences they recorded, again taking
turns and making sure they are accurate. Then, they continue to find
more similarities and differences. (Teams can be held accountable by
collecting their recording sheets.)
19.
LISTEN RIGHT
During an explanation the teacher stops talking to allow learners to write the
main points, compare with a learner and celebrate.
Steps:
1. Teacher gives information in small chunks. Learners, with pens down, listen
carefully for the key words, phrases or ideas.
2. Teacher stops talking.
3. Learners write, draw or add key points to a mind-map.
4. Learners share with a partner, checking for accuracy and making corrections
on their own papers.
5. Teacher announces key points.
6. Learners celebrate if correct or make corrections.
7. Learners put pens down and process is repeated from Step A.
20.
RANK ORDER
21. BACK-TO-BACK
Students sit in pairs back-to-back the chair backs should touch so the students
are close enough to hear each other.
A is given visual material which he holds close to his chest. B is given a piece of
plain paper and a pencil.
A describes the visual to B, while B draws it, aiming to make a perfect replica
which is exact in size, shape, and detail, complete with labelling. Describers are
not allowed to draw in the air with their fingers.
This is a cooperative exercise. B can ask as questions and As job is to be as
helpful as possible.
When the time is up, partners compare the original with the copy.
Partners swap roles and material.
22. ENVOYS
Once groups have carried out a task, one person from each group is
selected as an envoy. The envoy moves to a new group to explain and
summarise their groups work and to find out what the new group thought,
decided or achieved. The envoy then returns to the original group and feeds
back. This is an effective way of avoiding tedious and repetitive reporting-back
sessions. It also encourages the envoy to think about his/her use of language and
creates groups of active listeners.
Example: A Year 7 history class was divided into small groups. Each group was
given a different historical artefact to handle and speculate about. Once some
ideas about origin, age and use had been generated, one group member went
to the next group to introduce the artefact and explain the groups thinking. The
new group contributed ideas before the envoy returned to the original group.
23. JIGSAW
A topic is divided into sections. In home groups of four or five, pupils
take a section each and then regroup into expert groups. The experts work
together on their chosen areas, then return to their home groups to report on their
area of expertise. The home group is then set a task that requires the pupils to
use the different areas of expertise for a joint outcome. This strategy requires
advance planning, but is a very effective speaking and listening strategy
because it ensures the participation of all pupils.
Example: A Year 9 history class was working on maps of the local town. Five
maps were used, each from a different period of history. Home groups of five
divided the maps up and then expert groups formed, with a checklist of questions
to help them to interrogate their map. When home groups reformed, each pupil
was required to introduce his or her map and talk through the information
gleaned from it. Each group was then asked to summarise what it had learned
about how the town had developed over a 200-year period, and to start
speculating about the reasons for this.
25.
MATCH MINE
28.
ROUND TABLE
29. SNOWBALLING
A Year 10 science group was exploring rates of reaction.
Step 1: On your own, write down as many ways as you can that might
speed up the reaction between hydrochloric acid and marble. You have 1
minute.
Step 2: As a pair, compare your lists, agree a set of factors that you think have
the best chance of speeding up the reaction and leave to one side those you
think are irrelevant. You have 2 minutes.
Step 3: As a four, select from your lists those two factors that you think will cause
the biggest increase and are therefore worth investigating. You have 3 minutes.
Step 4: As an eight, for each factor you have selected, use what you
know about particles to give a reason for the effect you think it will have.
You have 10 minutes and then I will ask for your reasons.
In this example the snowball builds to a group of eight, but it could stop at four.
EXAMPLES
Maths What can you remember about probability?
Science - What do you know about the rock
cycle/homeostasis/products from oil etc any revision topic
4S Brainstorming
Back-to-Back
Blind Sequencing
Envoys
Fan-n-Pick
Inside/Outside Circle
Jigsaw
Listen Right
Listening Triads
Match Mine
Mix-n-Match
Placemat Consensus
Exam preparations.
English planning an essay, extended creative writing, audiences.
MFL Translations, open-ended stories.
Technology generating or evaluating different designs to given
specifications
Maths investigations
Art developing drawings and paintings in the style of a variety of
artists
Revision any subject.
Science - Good for debates where different opinions need to be
discussed good for HSW contemporary Science ideas
Rainbow Groups
Rally Coach
Rally Robin
Rank Order
Relay Review
Same Different
Snowballing
Soldiers Lines
Team Interview
Who/What am I?
Further Research
Publications:
Cooperative Learning Structures for Classbuilding
Spencer Kagan
Cooperative Learning
Spencer Kagan
Teambuilding
Spencer Kagan
The above books are available in the Staff Library in the LRC.
Websites:
www.kaganonline.com/KaganClub/FreeArticles/ResearchInNutshell.html
An introduction to Kagan structures by Spencer Kagan himself.
www.kaganonline.com/
The homepage of all things Kagan.
www.t2tuk.co.uk/
British website devoted to Kagan Structures