It's all about Engagement

Presented By:
Mrs. Fathiya Makki Al-Siami
2011
Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Kagan – page 2 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Cooperative learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the assignment until all group members successfully
understand and complete it.
Cooperative efforts result in participants striving for mutual benefit so that all group
members:
 gain from each other's efforts. (Your success benefits me and my success benefits
you.)
 recognize that all group members share a common fate. (We all sink or swim
together here.)
 know that one's performance is mutually caused by oneself and one's team members.
(We can not do it without you.)
 feel proud and jointly celebrate when a group member is recognized for
achievement. (We all congratulate you on your accomplishment!).

Why use Cooperative Learning?

Research has shown that cooperative learning techniques:
 promote student learning and academic achievement
 increase student retention
 enhance student satisfaction with their learning experience
 help students develop skills in oral communication
 develop students' social skills
 promote student self-esteem
 help to promote positive race relations

Kagan – page 3 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Class building Activities

 Stand up
 Move around
 Working Together

Stand up Move Group Work

Kagan – page 4 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Teambuilding Activities
 Fun
 Content Free
 Easy for the lowest learner

Fun No content Easy

Kagan – page 5 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Types of Teachers
Teacher Teacher Teacher
A B C
Traditional Group Work Kagan Structures

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 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Teacher A
Dear and lovely flower:
Answer the following question.

The Performance Function: individual work (Written or Oral)

Time allowed: 2 minutes

1- Where is Riyadh?

2- Name 3 things in your schoolbag?

a) --------------

b) --------------

c) --------------

3- What does he do?

a) ------------

b) ------------

c) ------------

Kagan – page 7 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Teacher B
Name of the Group: _________________

Dear and lovely flowers:

As working in groups, Co-operate with your friend, omit one letter to form
another meaningful word then put it in a sentence.

The Performance Function: Group work

Time allowed: 2 minutes

planet plant
tent
read

three
buy
train

Kagan – page 8 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Teacher C
Activity Sheet (3)

Names of the couple: ________+ ________

Dear and lovely flowers:
While following RallyCoach Strategy (working in pairs)
1- Complete the map diagram of this family.
2- Name each member.
3- Say what does he do.
Time allowed: 4 minutes

Father -------------
Name: Mohammad -------------------------
Job: Doctor -------------------------

Sons (2 ------------) daughter (1 -------- )

Name: ----------------
Job: ------------------

Name: -------------- Name: ----------------

Job: ---------------- Job: ---- a baby -----

Kagan – page 9 f.siami

Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Kagan – page 10 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

RallyCoach
Steps for the Strategy
1. Pair Shoulder Partners. Determine who is A and who
is B.
2. Present a problem for which there is only one
correct answer.
3. Partner A solves the problem while Partner B
coaches, checks the accuracy of the answer and
praises.
4. If the answer is incorrect, Partner B coaches
Partner A to the correct answer.
5. Present a new one-answer-only problem.
6. Partner B solves the problem while Partner B
coaches, checks the accuracy of the answer and
praises.
7. Repeat from step 1.
Management Tips
1. Use only one sheet of paper and pencil to ensure
that the partner who coaches, focuses on coaching.
2. A sheet defining the roles of each partner may be
helpful when first using this strategy with students.
3. Model good coaching for the students, including the
difference between coaching and giving the answer.
4. Shoulder partners work better than face partners,
making it easier for both students to view the paper.
Social Skills
1. Coaching
2. Patience
3. Requesting and offering help
4. Giving and accepting praise
5. Appropriate noise level
6. Giving and accepting constructive criticism

Kagan – page 11 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

RallyRobin
(the spoken version)

In pairs, students alternate generating oral

responses.

1. Teacher poses a problem to which there are

multiple possible responses or solutions.
2. In pairs, students take turns stating responses
or solutions orally.

Kagan – page 12 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

RoundRobin
(the spoken version)

Steps for the Strategy

1. Give the students a question with multiple
answers or a topic with multiple parts.
2. Each student orally provides an answer or part
of the topic, taking about the same amount of
time for each student.
3. Students coach one another when a partner
has difficulty.
4. Students provide appropriate praise or
constructive criticism when necessary.
Management Tips
1. Provide questions with multiple answers.
2. Set an amount of time for each person to
share.
3. Display amount of time in some way (wall clock,
Teach Timer, etc.)
4. Model correct forms of coaching and
constructive feedback.
5. Model the difference between coaching and
giving the answer.
6. Place students in heterogeneous groups.
Social Skills
1. Patience-giving others time to work
2. Coaching others
3. Asking for help
4. Offering Help
5. Giving and accepting praise
6. Giving and accepting constructive criticism
7. Appropriate noise level.

Kagan – page 13 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Numbered Heads Together

Teammates work together to ensure all
members understand; one is randomly
selected to be held accountable.
Setup: Teacher prepares questions or problems
to ask teams.
1. Students count off numbers in their
groups.
2. Teacher poses a problem and gives think
time (Example: “Everyone thinks about
how rainbows are formed. Think about
your best answer.”)
3. Students privately write their answers.
4. Students lift up from their chairs to put
their heads together, discuss and teach.
5. Students sit down when everyone knows
the answer or has something to share or
when time is up.
6. Teacher calls a number. The student with
that number from each team answers
question individually, using:
a. Response cards
b. Chalkboard response
c. Manipulatives
d. Response Cards
7. Classmates applaud students who
responded.

Kagan – page 14 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Fan-N-Pick

Students play a card game to respond to questions

1. Student 1 holds question cards in a fan and says, “Pick

a card, any card!”
2. Student 2 picks a card, reads the question out loud
and allows five seconds of think time.
3. Student 3 answers the question.
4. Student 4 responds the answer.

a. For right or wrong answers, Student 4 checks and

then either praises or coaches.
b. For higher-level thinking questions which have no
right or wrong answer, Student 4 does not check for
correctness, but praises and
paraphrases the thinking that went into the answer.

5. Students rotate roles one clockwise for each new

round.

Kagan – page 15 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Quiz-Quiz-Trade

Students quiz a partner, get quizzed by a

partner, and then trade cards to repeat the
process with a new partner.
Setup: The teacher prepares a set of question
cards for the class, or each student creates a
question card.
1. The teacher tells students to "stand up, put
a hand up, and pair up".
2. Partner A quizzes B.
3. Partner B answers.
4. Partner A praises or coaches.
5. Partners switch roles.
6. Partners trade cards and thank each other.
7. Repeat steps 1-6 a number of times.

Kagan – page 16 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Showdown

When the showdown Captain calls, "Showdown!" teammates all display

their own answers, Teammates either celebrate or tutor, and then
celebrate.

1. The teacher distributes materials to each group: a deck of question

cards, one small basket and thinkpad slips (small slips of colored
paper) for each team member to each group.
2. The teacher selects one student in each group to be the Showdown
Captain for the first round and asks him/her to turn the question
cards facedown in the center of the group’s table and pass the
thinkpad slips to each team member.
3. The teacher explains that the Showdown Captain will turn over the
card with the first question (cards can be numbered on back) and
read it aloud for all team members. Then each team member will
answer the question individually on their thinkpad slips and turn
their answers facedown on the table in front of them.
4. When the teacher gives the Showdown signal, all team members will
reveal their responses at once. If all are correct, the team will get 5
team points. If not, the team will coach their team members to
correct their answers and will then receive one team point.
5. Team members will celebrate.
6. The student at the left of the Showdown Captain will become
Showdown Captain for the next round.
7. Repeat from step 2 for each round.

Kagan – page 17 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

RoundTable (the written version)

RallyTable (Mastery, thinking, communication)

In pairs, students alternate generating written responses
or solving problems.
1. Cooperative teams are given one piece of paper and one pen
or pencil.
2. Teacher poses a problem or provides a task to which there
are multiple possible answers, steps, or procedures.
3. The teacher provides an example and checks for
understanding. A time limit is set.
4. The teacher selects a student to begin in each team.
5. Students quickly write their word or phrase and pass their
paper to the team member on the left.
6. The paper continues to go around and around the table as
each student adds to the team’s list.
7. The teacher calls time. All pencils/pens are placed on the
team table.
8. The teams take turns sharing their responses with the rest
of the class.
9. Students celebrate their success.

Kagan – page 18 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

RoundTable
(the written version

RoundTable (teambuilding, mastery, thinking,

communication, information sharing)
In teams, students simultaneously generate responses, then pass
their list or product clockwise so each teammate can add to the
prior responses.
1. Teacher assigns a topic or question.
2. All four students respond simultaneously by writing or drawing.
3. Teacher signals time, or students place papers/pens down
thumbs up when done with the problem.
4. Students pass papers one person clockwise.
5. Students continue writing or drawing, adding to what was
already on the paper.
6. Continue, starting at step 3.
Alternative: Students may build their responses with manipulative
rather than draw or write.
RoundTable (teambuilding, mastery, thinking, communication,
information sharing)
In teams, students take turns generating written responses,
solving problems, or making a contribution to the team project.
1. Students sit in teams of four.
2. Each student takes a turn drawing, pasting, or writing one
answer to a query, as a paper and pencil (or paste) are passed
around the group.
**Works well for assessing prior knowledge, practicing skills,
ecalling
information, and creating cooperative art.
*Rotating recorder: Students take turns recording each
student’s response.

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Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

Kagan – page 20 f.siami

 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

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 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

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 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

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 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

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 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

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 Kagan Cooperative Learning Structures ‫كن اكملاء أيامن وقع نفع‬

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Kagan Structures are

easy-to-learn and
easy-to-use

Kagan – page 26 f.siami