Cooperative learning
in the classroom.
Session 2
Learning Intentions:
1. To understand the basic principles of
Kagan Structures .
2. To generate some practical ideas for
effective cooperative learning in the
classroom.
stand up, hand up,
pair up!
Key words
engagement
collaboration
Which Kagan strategies
have you used since the
first session?
accountability
differentiation
HOW TO
COACH
• Tip
• Tip
• Tell
• Explain
Learning Intentions:
1.
2.
To understand the basic principles of Kagan.
To generate some practical ideas for effective cooperative learning in the classroom.
P
Positive Interdependence
I
Individual Accountability
E
Equal Participation
S
Simultaneous Interaction
Key words
engagement
collaboration
accountability
differentiation
Numbered Heads
Together
1. Divide the students into groups of four and give
each one a number from one to four. ( Seating
Plan)
2. Pose a question or a problem to the class.
3. Have different numbered students ( 1-4) gather
to think about the question and to make sure
everyone in their group understands and can
give an answer. Students return to original
groups.
4. Ask the question and call out a number at
random.
5. The students with that number raise their hands,
and when called on, the student answers for his
or her team.
1. Which formula is used to calculate the area of a
circle?
A = πr2
2. Who wrote To Kill a Mocking Bird?
Harper Lee
3. What is the word equation for photosynthesis?
carbon dioxide + water (+ light energy) → glucose + oxygen
4. In which year was the Cuban Missile Crisis?
1962
5. In religion, what is meant by the term ‘natural
evil’?
Suffering caused by humans acting in a way that is considered morally
wrong e.g., bullying, murder, rape, theft or terrorism
Review
Instant Star
1. Divide the students into groups of four
and give each one a number from one to
four.
2. Pose a question or a problem to the
class.
3. Students write down their answers
independently.
4. Ask the question and call out a number
at random.
5. The students with that number stand
and read out their answer to their team.
6. The teacher reveals the answer.
7. The team praises or coaches.
1. Which three countries in the World Cup finals have the
biggest population?
USA, Brazil, Nigeria
2. Which coconut-based product is being used for the first
time in a World Cup and why?
Vanishing spray – stops the wall encroaching on the free kick
3. How many Spanish speaking countries are participating
in the World Cup?
Nine – Argentina, Chile, Columbia, Costa Rica, Ecuador, Honduras, Mexico, Spain,
Uruguay.
4. How many seconds in a World Cup match?
5400
5. ‘Football’s coming home’ was the English World Cup
Song in which year?
1998 (was the Euro 1996 song too)
Review
Rally Coach
Partners take turns solving a problem. Whilst
one solves the other coaches.
1. Teacher assigns. problems to solve. Partner A
solves and partner B coaches (Tip, Tip, Tell,
Explain)
2. Partners swap with a new problem to solve.
Useful for any process or procedure with a
definite right/wrong.
E.g. Solve multi-step word problems in maths;
change each decimal into a simplified
fraction.
How do
you make
a cup of
tea?
Rally Coach
Shoulder partners take turns solving a problem.
Whilst one solves the other coaches.
1. Teacher assigns. problems to solve. Partner A
solves and partner B coaches (Tip, Tip, Tell,
Explain)
2. Partners swap with a new problem to solve.
Useful for any process or procedure with a
definite right/wrong.
E.g. Solve multi-step word problems in maths;
change each decimal into a simplified
fraction.
How do you
calculate an
average of:
50, 20, 5,
10, 7, 8?
Review
Centrepiece
1.
Creative thinking in a safe
environment
.
2.
Students work with others whilst
also being responsible for their
own portion of the activity.
3.
Students can work at a
comfortable pace & also provide
help to others in the team by
coaching where necessary.
Centrepiece
Set up –
1.
5 pieces of paper per team of 4 – 1
per person & 1 in the centre.
2.
Teacher assigns a topic.
3.
Students generate items –
4.
Write it, trade it with centrepiece.
5.
Goal – to finish all tasks in a
collaborative way
Review
Showdown
1.
2.
Each student writes his/her
answer on his/her individual
response board.
When everyone in the group is
ready, the leader says
"Showdown" and team members
compare and discuss their
answers before final answer is
agreed.
Peer support on challenging
questions
Groups self-correct
LA supported by higher
achieving pupils
YEEEHAAA!!!!!
Showdown
1.
2.
Each student writes his answer
on his individual response board.
When everyone in the group is
ready, the leader says
"Showdown" and team members
compare and discuss their
answers before final answer is
agreed.
Peer support on challenging
questions
Groups self-correct
LA supported by higher
achieving pupils
What can you learn
from Elizabeth I’s
Rainbow portrait?
H
H
M
L
M
L
What does
each part
of the
portrait
mean?
Angel
Wings
Flowers
and
pearls
Eyes
and
Ears
Angel
Wings
• 1. The Angel’s wings show a sign of
Elizabeth’s heavenly knowledge
• 2. The eyes and ears show that Elizabeth
sees and hears everything in her country
• 3. The flowers and the pearls represent
youth and purity and that she is still young
and fit.
Review
Talking Chips
1. Students are asked to discuss a topic in
groups.
2. As each student talks, he/she places
his/her chip in the centre of the table(a
pen or pencil will work in place of
chips).
3. Once a student finishes talking, he/she
cannot talk until every other “chip” has
been thrown into the centre.
4. If a student doesn’t have anything to
share on this particular topic, they can
place a chip in the centre at the end.
5. When all chips are down, students
retrieve their chips and start over.
• Good for ensuring participation in
discussion is equal
Chips can mean different
things• Red- facts
• Yellow- supporting point
• Blue- Challenge point
• White- Question
Question:
Talking Chips
1. Students are asked to discuss a topic in
groups.
2. As each student talks, he/she places
his/her chip in the centre of the table (a
pen or pencil will work in place of
chips).
3. Once a student finishes talking, he/she
cannot talk until every other “chip” has
been thrown into the centre.
4. If a student doesn’t have anything to
share on this particular topic, they can
place a chip in the centre at the end.
5. When all chips are down, students
retrieve their chips and start over.
Chips can mean different things• Red- facts
• Yellow- supporting point
• Blue- Challenge point
• White- Question
H
H
M
L
M
L
Evaluation
• Please complete
the evaluation
before you leave
• Thanks!
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Teaching and Learning Blog.
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