Cooperative learning and some kagan structures
- 1. Cooperative learning and Kagan structures
- 2. Objectives ●Introduce Kagan structures in order to broaden teaching and learning methodology in the classroom so that we improve the engagement of all students. ● Improved knowledge of Kagan structures and will be familiar with approx. 16 structures to consider how the key principles of Kagan and how these can be incorporated into learning and teaching. Cooperative learning and Kagan structures
- 3. Cooperative learning What is meant by cooperative learning?
- 4. Cooperative learning: is defined as “ small groups of learners working together as a team to solve a problem, complete a task, or accomplish a common goal” (Artz&Newman 1990) . 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.
- 5. *Learning is great because we cooperate. *Cooperation is doing with a smile what you do anyway. *Sink or Swim Together United We Stand , Divided We Fall. *Snowflakes are one of natures' most fragile things, but look at what they can do when they stick together. Cooperative learning
- 7. Strategy A - Traditional Teacher asks question. Think time. Student(s) raise hands. Teacher calls on student to answer. One student answers. Teacher responds Dialogue between two people – what are the rest of the class doing? How many are actually actively involved? How do the rest of class feel?
- 8. Strategy B - Group Work Teacher sets task The more confident/intelligent/bossy child will take over task. Less confident/unmotivated children will sit back. Prescription for inequitable work load: A complete work and make progress; B do nothing, are passive or disruptive typically leading to underachievement.
- 9. Lessons are designed such that all members of each team participate. Students participate equally so ensuring the success for all and learn to support and value each other both socially and academically. No passive students, “It’s all about Engagement”. This creates a more effective teaching and learning environment. The ability of pupils to work with others is an important life skill. Working with others actually improves understanding, stretching the high ability and lower ability pupils alike. Strategy C – Kagan Approach
- 12. What are Kagan Structures? A cooperative learning approach – NOT group work Benefits of Kagan Strategies • Reinforce the intent of the lesson. • More students will learn more of what you want them to know. • 100% student engagement versus individual student engagement. • Reduced discipline problems. • Students develop self esteem and increase motivation for learning. • Reluctant students get to “practice” in a small setting with a partner before speaking to the whole class. • Students can also choose to share their thoughts, their partner’s thoughts, or a combination of the two. • Increased academic achievement. • Improved social skills and social relations. • Improved thinking skills.
- 14. Corners (Students stand in a corner that best fits with their answer/personality, etc.). 1. Teacher poses a question with multiple responses, one response in each corner of the room. 2. Students pick their response and go stand in that corner. 3. Students talk with others in that corner about why they choose their particular answer by using Timed-Pair-Share or Round Robin. 4. Each corner shares with the rest of the class. Topics can be favorite pizza toppings, favorite subject in school, type of music, hobby, pets, sports, etc
- 15. Give-One, Get-One (Good for sharing ideas or applications that relate to the topic). Setup: give students a sheet of paper with two columns – Give-One and Get-One 1. Students individually brainstorm to fill up their Give-One column. When done, students stand. 2.Students mix and find others. They Give-One idea/application to their partner and Get-One in return. Students write their partners idea/application in the Get-One column. 3.Students move on to find new partners.
- 16. Inside-Outside Circles (Students rotate in concentric circles to face new partners for sharing, solving, quizzing). 1. Put 2 groups together (inside and outside circles) 2. Questions or problems on flash cards and give to inside circle students 3. Inside asks while outside responds, inside listens, praises, or coaches (teacher can also ask the question and indicates whether inside or outside responds.) 4. Switch roles - outside asks while inside responds, outside listens, praises or coaches 5. Switch cards and inside or outside rotates (can also rotate two ahead, three ahead, etc.)
- 17. Instant Star (Students are randomly called to stand and share with their teammates). 1. Teacher asks a question. 2. Teacher calls for think time. 3. Teacher randomly calls a number. 4. The student on each team with that number stands and shares her/his thought or answer with teammates. 5. For high consensus questions, teammates praise or coach, if needed. For low consensus question, teammates praise the thinking that went into the answer.
- 18. jigsaw (Each student finds a part of the answer and then shares with their group. A topic is broken up into parts or multiple problems are presented or a topic needs to be researched. Students take a role and complete their part, share their findings with others who had the same role and then report back to their original groups. A problem is posed and each student takes a part of the problem to research or solve and then teaches their original group). 1. Teacher presents a problem to be solved, a word to be spelled, a topic to be researched, parts of a chapter to be read, etc. 2. Each student in each group has a specific responsibility, i.e., read pages 1-4, solve problem #3, etc. 3. Each student performs their role individually. 4. When each student has an answer they get together with the other students in each group who had. similar roles, (Expert groups) and share their answers. 5. Students in each Expert group share their ideas (Rally Robin). 6. Students then return to their initial groups and share their answers.
- 19. Numbered Heads Together (Teammates work together to ensure all members understand; one is randomly selected to be held accountable.)
- 20. Rally Robin (pairs speaking) (back and forth speaking - 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. Where it can be used: Ideal for getting pupils thinking about a topic that they might have not covered for a while, or ideal to start a lesson by recapping what they remember about the previous lesson. For brainstorming technical terms.
- 21. Rally Table (pairs writing) (back and forth writing - in pairs, students take turns generating written responses, solving problems, or making a contribution to the team project). 1. Students take turns passing a paper and pencil (answer board) or a team project, each writing one answer or making a contribution.
- 22. Rally Coach (Worksheet Problems or Oral Problems Presented by the Teacher) ƒ Partners take turns, one solving a problem while the other coaches. ƒ Setup: Each pair needs one set of challenging problems with one pencil. ƒ Partner A solves first problem. ƒ Partner B watches and listens, checks, coaches if necessary, and praises. ƒ Partner B solves the next problem. ƒ Partner A watches and listens, checks, coaches if necessary, and praises. ƒ Partners repeat taking turns solving successive problems.
- 23. Round Robin (team speaking) (go around the table speaking - in teams, students take turns responding orally, solving a problem, breaking a problem down step-by-step). 1. Teacher assigns a topic or question with multiple possible answers 2. In teams, students respond orally, each in turn taking about the same amount of time. (30 seconds each). Where it can be used: Information can also be shared by passing a piece of paper around the team and pupils adding a different idea each time.
- 24. Showdown (When the Showdown Captain calls, “Showdown” teammates all display their own answers. Teammates either celebrate or tutor, and then celebrate). 1. Teams each have a set of question cards stacked facedown in the center of the table. 2. Teacher selects one student on each team to be the Showdown Captain for the first round. 3. The Showdown Captain draws the top card, reads the question, and provides think time. 4. Working alone, all students, including the Showdown Captain, write their answers and turn their papers/answer boards upside down when done. 5. When finished, teammates signal they’re ready (thumbs up) 6. Showdown Captain calls, “Showdown” 7. Teammates show and discuss their answers. 8. Showdown Captain leads the checking. 9. If correct, the team celebrates; if not, teammates tutor, then celebrate. 10. The person on the left of the Showdown Captain becomes the Showdown Captain for the next round. Modifications: rather than cards, students can play Showdown with oral questions from the teacher, or from a question on a handout or questions displayed by a projector Tip: Get teams or the class to choose a finished signal. This can merely be a thumbs up, or something more inventive.
- 25. Think-Pair-Share (A problem is posed, students think alone about the problem for a specified amount of time, then form pairs to discuss the question and share with the class). 1. The teacher poses a problem. 2. Students think alone for a specified time. 3. Pairs work together to discuss or solve the problem. 4. Students are called on to share what their pair came up with the class. Where it can be used: when revisiting a topic , from a previous year,term,or lesson. E.g. Brainstorm what you can member about the civil war, English works associated with….etc. Tip: Use a timer to countdown time remembering. This focuses pupils and helps keep them on task .it can also improve the pace of your lesson.
- 26. Timed-Pair-Share (Open ended questions) 1. teacher announces a topic and states how long each students will have to share (divide time equally). 2. Teacher provides think time. 3. In pairs, partner A shares their answer, partner B listens. 4. Partner B responds with a positive gambit (“One thing I learned listening to you was …”, “I enjoyed listening to you because …”, “Your most interesting idea was …”) 5. Students switch roles. Teacher asks another question/problem and gives think time. 6. Partner B shares their answer, partner A listens. 7. Partner A responds with a positive gambit (“One thing I learned listening to you was …”, “I enjoyed listening to you because …”, “Your most interesting idea was …”).
- 27. Back to Back Face to Face
- 28. Quiz-Quiz-Trade (Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a new partner.) 1. teacher, or students, generate question/problem cards. 2. Stand up, hand up, pair up. Exchange greetings. 3. Partner A quizzes. 4. Partner B answers. 5. Partner A coaches or praises. 6. Switch roles. 7. Partners trade cards.
- 29. Carousel Review (Provides an opportunity to generate ideas, check understanding, and raise unanswered questions. Teams rotate from one poster to the next at given intervals, adding ideas). 1. Topics or questions are posted around the room. 2. Teams each stand by a chart. 3. Teams have a given amount of time to record their ideas. 4. Teams select a new recorder and rotate to the next chart. 5. Teams read and discuss what the previous team has written. 6. Teams record additional information before rotating.
- 30. 4S Brainstorming (The team becomes a think tank as each student-each with a special role contributes to the team’s ‘storm’ of ideas). 1. Teacher assigns roles: • Speed Sergeant - ensures that teammates work fast, under time pressure, to come up with as many ideas as possible. Says things such as, “We only have one minute left.” “Let’s hurry.” “Let’s get quicker with our responses.” • Chief Support – makes sure all ideas are encouraged with no evaluation of ideas. Says things such as, “All ideas are great!” “That’s an excellent idea.” “I really like that.” • Sultan of Silly – encourages silly ideas. Says things such as, “Let’s have a crazy idea!” “Can anyone think of something funny?” It’s not the Sultan’s job to provide the silly ideas but rather to encourage the silly ideas. Having some silly ideas is very helpful in the flow of ideas, keeping the tone creative and in increasing the range of ideas. • Synergy Guru – encourages teammates to build on each others’ ideas, saying things like, “Let’s build on that.” “Let’s combine these ideas.” The Synergy Gurus is also the team secretary recording each idea on a separate slip of paper. 2. Teacher announces prompt 3. Students generate ideas 4. All ideas are recorded without evaluation (done by the Synergy Guru)