KAGAN Day 1 Training
Welcome
The Quiet Signal
In your Binder Turn D:5 (Book 1.11)
 Raise hand (High 5 Please)
 Focus Fully on Teacher (No talking/No Working)
 Signal Others (3-5 secs)
Let’s Test our Signal:
Talk with your shoulder partner about what you ate last
night for dinner
Please use the Parking Lot for
any questions you want
answered.
Round Table Group Norms
 When the signal word is given, “Activate” write down
norms that you think are important in order to learn
 When the instructor says “Stop” put down your
markers
 When the signal word is given, starting with person
number 1 share your ideas once done discuss as a group
which is the most important
 Person number 2 will write it down and share it with
the group when the time is up
TakeOff - TouchDown
 Stand up if applies to you/Sit Down if it does not apply
to you:
 Years in Education: 5-6, 6-10, 11-15, 15-20, 20+
 Have you ever had any KAGAN training?
 Taught in another state?
 Vacation outside of the U.S.
 Been a waiter or Waitress
 Have children?
 Have Pets?
 Have had a job other than teaching?
Goals of the Workshop
Binder A:2
Book 1:10
Goal 1:
Vision
Cooperative Learning
Vs.
Group Work
P.I.E.S
Goals Continued
Goal 2: Structures (Tool Box)
To generate content + structure
No special Prep
Every 10 minutes
Content Free
Part of Every Lesson
Goals Continued
Goal 3: Brain Friendly
Safety
Class Building
Team Building
Share Pairs and
Teams
Nourishment
Brain Breaks
Class building
Silly Sports
Novelty:
Variety of Structures
Why Brain Friendly?
 Nourishment:
 Brain needs oxygen
 Get up Heart Rate
 Pump blood into brain
 Safety:
 Students feel safe in numbers.
 Appreciated by Peers
Objective of Day 1
 The participant will be able to walk
away with 8 instructional
tools/structures for active engagement
to use immediately.
Do you want students to be more
engaged in your classroom?
Team Discussion:
How can you tell these students are
engaged?
Was Team Discussion a Cooperative
Learning activity?
 Rally Robin
 Think Time: Look at the following picture. What are
words that would describe the students in the picture?
 When I say “Activate” work with your shoulder partner
and list the words back and forth
 Person “A” will start first
How did engagement change?
 How many students where engaged?
 How did I get equal participation?
Note:
If it is cooperative learning there needs to be
equal participation.
If you want all to participate you have to
structure the interaction.
What Teachers Want!
 Do you want more students to be engaged in
class?
 Do you want students to have high test
scores?
 Do you want students to improve their self
esteem?
 Do you want students to develop social
skills?
Book page 6:29
Steps
 Music will start
 Stand up, Hand Up, Mix
 Music will stop find a partner
 No Drive By’s, No Tailgating, No Double Parking
 High Five Greet Your Partner (Hello Friend!)
 Rally Robin or Timed Pair Share
 Praise
 Parting (Farewell Friend)
 Find a new partner when the music starts
Turn in your Book to page 6:29
Mix – Pair- Share Tips
Students mix around the room.
1.



Add silently
Use whole Room
Music releases endorphins
Mix – Pair- Share Tips
2. Teacher calls “Pair” (If no Music)
 No Tailgating
Mix – Pair- Share Tips
3. Students pair up with the person closest
to them and give them a high five.
Student who haven’t found a partner
raise their hands to find each other.
 Model “Drive By”
 Beckon others if they have no group
 Social Skill
 Class job to find the person a partner
Mix – Pair- Share Tips
4. Teacher asks a question and gives think
time.

3-5 seconds
Mix – Pair- Share Tips
5. Students share with their partners using:
 Timed Pair Share (Open Ended Responses)
 Rally Robin (list)
Steps
 Music will start
 Stand up, Hand Up, Mix
 Music will stop find a partner
 No Drive By’s, No Tailgating, No Double Parking
 High Five Greet Your Partner (Hello Friend!)
 Rally Robin or Timed Pair Share
 Praise
 Parting (Farewell Friend)
 Find a new partner when the music starts
Copycat Gambit
 Teaches Appreciation
 Works on Social Skills
 “Gambit” = sentence starter
 Copycat Gambit “Repeat what I say”
 Thanks for sharing
Timed Pair Share
• Mix-Pair Share
• Think about “What is
your favorite simile and
why?”
• 30 Seconds
• Partner with the longest
hair goes first
• Gambit
• Switch Roles
Group Work Vs. Cooperative Learning
 P:
I
 E Equal Participation
S
How did I get equal participation? (%
Talking)
Equal Status
Engaged
Timed Pair Share
• Mix-Pair Share
• Think about “Explain the
water cycle”
• 30 Seconds
• Tallest partner goes first
• Gambit
• Switch Roles
Group Work Vs. Cooperative Learning
P
I
Individual Accountability
E
S
What happened when I asked the partner to
remember what the other person said?
Would you as a student pay closer attention
just in case that happens?
Importance of a Parting Gambit
 Teaches a social skills
 Farewell Friend
 Adios Amigo
What can Mix Pair Share be Used for?
 Fun Questions
 Content
Look at the picture
Use your think pad
What Grade Level, Subject,
and lesson might this be about?
What could we use for this?
Rally Robin or Timed Pair Share?
Group Work Vs. Cooperative Learning
P
Positive Interdependence
I
E
S
Positive: Does one student doing well help
other? (Feel on the same side)
Interdependence: Can’t do it alone (Feel the
need for each other
Corners
 When I say activate find the corner that best fits you.
 Take a Dry Erase Board and Marker with you
About YOU!
 What you do in your free time
 What college or university you went to
 What is one nice thing to know about
you?
Timed Paired Share
1 Min.
Complete the Sentence Gambit
The most interesting thing I learned
about you was…”
Complete the Sentence Gambit
I enjoyed hearing about…
Group Work Vs. Cooperative Learning
P
I
Individual Accountability
E
S
Did you have to perform for someone else?
Accoutable to?
Student felt as if they could not hide.
Pair Pair into Single Round Robin
 Say to your partner “Don’t leave me.”
 Music Plays Mix Up
 Music stops find a pair to stand with
 Single Round Robin
 Introduce yourself starting with the person wearing
the most buttons
 When done say “Thank you for that great
introduction”
 With your new team find our new table and group
Management Mat Practice
1. Raise your hand if you are number ____
2. Bump shoulders with your shoulder
partner
3. High 5 your face partner
4. If you are “A” give me a thumbs up/If you
are “B” give me a thumbs sideways
Rally Robin (Shoulder partner “Colors”)
Round Robin (Person 3 start “Verbs”)
Teambuilding
 Who are a few of your favorite music
groups?
 What could happen if I did not give the
students a structure to respond with?
Think Write Round Robin
Book 1.18 Binder B:64
 When I say “Activate” Turn in your binder to B:64
 Look at top
 Do not write in boxes
Personality
 Choose one Shape that describes your personality and
explain your choice
 I chose a triangle



A triangle is one of the strongest shapes so I feel like I am a
strong person mentally
A triangle has three sides and three is a good number
I like to fit in with people and a triangle fits into many other
shapes
Your Turn
 You will have three minutes to decide what your shape
is and write down you explanations
 Once one we did the think and write now we will do a
timed “Round Robin”
 Each teammate will have 1 minute to share
 You must take the full minute
 Teammates may coach in case you cannot talk for the
full time
 Activate
What does it all Mean?
Dr. Ned Hermann
The Creative Brain
• Honest
• Dependable
• Hard Working
• Creative
• Innovative
• Visual
• Intelligent
• Verbal
• Analytical
• Emotional
• Warm
• Sensual
BREAK
Round Robin
Book 6.33
 Teacher poses a problem to which there
are multiple possible responses or
solutions, and provides think time.
 Who’s the 1st president of the US?
 Name the presidents of the US?
3-5 seconds
Round Robin
 Students take turns stating responses
or solutions
 Same amount of time
 Example: Teacher says..
4 min for a team
 1st student 3 minutes 50 seconds
 2nd student 10 seconds


Is there a problem?
=
Round Robin
Turn in your Binder to B:63
Teambuilding
Activities after
school
TV Programs
*
*
*
Content
Colors
Facts
Adjectives
*
*
*
Continuous Round Robin
Your are the expert:
Think about what you are teaching in
the next two weeks
Where can you use round robin?
When I say activate start with person
number 4
Number 3: Tell us one of your Academic
ideas
How to create a brain friendly
environment.
 Turn to page A:3 in the binder
 Classbuilding
 The process by which a group of
individuals with different backgrounds
and experiences become a caring
community of active learners
Classbuilding
 Stand up
 Move Around
 Interact with others
 Fun? 1 time a week
 Content? As needed (Oxygen and Glucose)
Teambuilding
Book 1:20 Binder 1:4
 Teambuilding
 The process by which a group of 4
students with different backgrounds
and experiences become a cooperative
and caring team.
Teambuilding
 Fun
 Non-academic
 Easy for ALL
 2 times a week
Review
 Shoulder partners
 Think: What are the critical attributes
of a classbuilder?
 “A’s tell “B’s”
 Choral Response Say together
 “B’s” Praise “A’s”
 Use Cheese Grater Praise
Review
 Shoulder partners
 Think: What are the critical attributes
of a teambuilder?
 “B’s tell “A’s”
 Choral Response Say together
 “A’s” Praise “B’s”
 Use Trucker
What is Primacy Recency and
Satiation?
Turn to Page 6.24
 This page is important because it lists all
the structures and the processing skills they
can be used for. Tab it
 Highlight the following:
 Mix Pair Share
 Rally Robin
 Round Robin
 Think Write Round Robin
 Timed Pair Share
Building the Rationale
 Why am I so rigid?
 Why did I bother using Structures?
 Why didn’t I just let you get
acquainted?
 I could be traditional and call on 1
 Lets add this to a structure
Think Time
 Why do I bother using structures?
 Face Partners “A” 30 seconds
 Rally Robin Back and Forth
 Celebrate: You are the smartest person
ever (High Five
Group Work Vs. Cooperative Learning
P
I
E
S
Simultaneous Interaction
Did you feel engaged?
Went from 1/30 talking to 50%
Dr. Spencer KAGAN Quote
We have a choice – we can
call on 1 or 2 in the same
amount of time we call on
everyone
A Look at Instruction
Teacher A
Traditional
Students sit in
Rows
Call one at a
time
Teacher B
Group Work
Talk it Over
Pair
Team
Teacher C
KAGAN
Cooperative
Learning
KAGAN
Teacher A
Book 1:21
1. Teacher asks a question
2. Think Time
3. Students raise a hand
4. Teacher calls one student
5. One student responds
6. Teacher Responds
Teacher C
1. Teacher asks a Question
2. Think Time
3. Student to Student Interaction
List:
Lengthy
Rally
Timed Pair
Round
Mix Pair
Think Write Round Robin
One Tool Vs. Many
Of the teachers “A” and “C”, which
students will show more growth
academically?
1. Everyone needs one paper and one pencil
2. Think Time: What are the benefits for
students who have Teacher “C”
3. When signal is given Person 2 starts
4. Orally tells a benefit everyone writes it
down
5. Continue around until stopped
Group Work Vs. Cooperative Learning
P
Positive Interdependence
I
E
S
During All Write Round Robin..
Did you hear benefits you did not think of?
Did someone trigger a new idea for you?
Did you feel on the same side?
Stand and Share
 On your paper draw a line
 All Teams Stand Up
 I will call a person in a team
 They will stand up and share it
 If you have it place a check mark next to it
 If you do not have it write it below the line
 If your team is all out of ideas sit down as a
team
Process to Teach a Structure
 Teacher teaches for 10 minutes
 Stop, ask a question
 Student think-answers
 Teacher think-structure
Why do a structure?
 Brain Friendly
 Empty working memory
 Store in long term memory
 Learn it-when you say it
• Think Pad Pencil
• Use when you want a
quick pair up
• No Music
• Not a teammate
• Think Time: What
is the difference
between rally robin
and round robin?
• Tallest goes first
McDonald’s Cheer
Mmmmmm
I’m loving it!
• Think Time: What
is the difference
between rally robin
and timed pair
share?
• When do I use each
one?
• Shortest goes first
McDonald’s Cheer
Mmmmmm
I’m loving it!
Coming up with a Timed – Pair Share
Question
 Use your think pad
 Come up with a question everyone could
answer in 30 seconds
 Good Example: If you could go shopping
with anyone who would it be and why?
 Bad Example: Do you think Miley Cyrus is a
wreck?
 When time is up share with your partner
The Timed Pair Share Process
 Turn in your binder to page B:93
 Question:
 Open ended, lengthy response
 + Who would you go shopping with?
 - Miley Cyrus
 Fill in your question from your think
pad
The Timed Pair Share Process
 Time
 When picking your time consider how
much info the brain needs to process
from your question
 I will put in 30 seconds for today
 Fill in your time
The Timed Pair Share Process
 Think Time
 Minimum 3-5 seconds
 Write in 3-5 seconds
The Timed Pair Share Process
 Step 4: Who goes First
 Shoulders Partner/Person A
 Step 5: First Person Share (Watches Time)
 Talk to Partner
Finish Early?
 Coaching Tips


What other thoughts do you have about…
Can you tell me more about…
The Timed Pair Share Process
 Step 6: Second Person responds (Gambit)
 Copycat: That’s so insightful!
 Complete the sentence
 Pick your own/Try not to copy mine
 Step 7: Reverse Roles (Second Person)
 Step 8: First person responds
 Copycat: That’s so insightful!
Practice Time
 Person 1 will be the teacher
 Person 2 will coach
 Person 3 and 4 will take part in the Timed
Pair Share
 Switch roles when done
Forming Teams
Binder C:3
 Everyone will take out C:6 and C:7
 Person 1 will have students:
 Ace S Test -------Chase N Grades
 Person 2 will have students:
 Cher Leader ------ Hope Foraneh
 Person 3 will have students:
 Ima Winner ----- Mona Lisa
 Person 4 will have students:
 Nick a Time -----Wyatt All
Forming Teams
Binder C:3
 Cut your cards
 Fill in your information about your students
Forming Teams
Binder C:3
 Step 2:
 Math divide the number of students by 4
 If there are remainders do the following:
 1 = HM or LM 2 = 1 goes HM 1 goes LM 3 = form a new
group
 Sort students by grades into the following:
Forming Teams
Binder C:3
 Step 3: Color Code Cards
 Red Dot for Low students
 Green Dot for High Medium
 Blue Dot for High students
Forming Teams
Binder C:3
 Step 4: Team Formation
 When forming your team after looking at their grades
what are some other factors that come into play?





Gender
Ethnicity
ELL
Social
Behavior
Timed Round Robin
 Think Time: How does this way of
forming groups promote a brain
friendly classroom?
 30 seconds each
 Person 1 starting
Book page 1:30
and 1:41
Binder H:5 and
H:7
What type of teacher do you want to
be?
 Turn in Binder to A:8
 Teacher A Written: (A:5)
 Solo
 1 Paper 1 pencil
What type of teacher do you want to
be?
 Turn in Binder to A:10
 Teacher B Written: (A:5)
 Practice is group work
 Help each other
 Solve as a team
 Recorder: 1 paper 1 pencil
 Was it easy to hide in a group?
What type of teacher do you want to
be?
 Turn in Binder to A:12
 Teacher C Written: (A:11)
 First Box: Content + Structure
 Second Box: Content (Mental Math) +
Structure
 Third Box: Content(Mental Math) +
Structure (Rally coach) = Engagement
What did we see?
 As a team decide which teacher was would get the
higher percentage of high test scores ? Why?
 Put them in order of highest to lowest:
A
B
C
BREAK
Processing Rally Coach
Text 6.32
Step 1
Partner A solves the first problem
 No
Music
 Talk Outload
Processing Rally Coach
 Step 2
 Partner B watches and listens,
checks, coaches if necessary, and
praises
 5 social Skills
Processing Rally Coach
 Step 3
 Partner B solves the next problem
 Remember to check
way before writing
each step of the
Processing Rally Coach
 Step 4
 Partner A watches and listens, checks,
coaches if necessary, and praises

Provide coaching gambits
Processing Rally Coach
 Step 5
 Partners repeat taking turns solving
successive problems
Processing Rally Coach
B:58
 Ideas
 Identify beginning sounds
 Identify Shapes
 A,B,C
 Patterns
 Your Turn “Rally Robin”
Processing Rally Coach
B:58
 Social Skills:
 Listening
 Management Hints:
 Student must verbally say okay
 Coaching Gambits
 DI Tips
 Color code level of difficulty by color of
sheet
Pages 5.9 – 5.12
Is Rally Coach
Cooperative
Learning or
Group Work?
• Does one doing well help other?
• Does task completion depend on
everyone doing their part?
Individual
Accountability
Must everyone perform in
front of someone else
Student can’t hide
Is participation approximately
equal?
Time?
Turn?
Students feel equal status
Equal
Participation
What percentage are
performing at any one
moment?
Student feel engaged!
Book page 1:30
and 1:41
Binder H:5 and
H:7
Forming Teams
High
High Medium
Low Medium
Low
Every 6 Weeks
Fun = 1 time a week
Content = as needed
•Know, accept and like each other
•Feel a sense of belonging
At least 2 times a week
E Z for All
Feel sense of team identity,
support, belonging
Managing Noise:
Quiet Signal
Room Arrangement
& Seating
Managing
Materials
Giving
Directions
•Roles and Gambits
•Modeling
•Reinforcement
•Reflection and Planning
•Practice
• Cooperative Learning
• Follow the steps
• Make sure PIES is in
every structure
Turn in Your Book to 6:24
 Highlight
 All Write Round Robin
 One Stray
 Rally Coach
 Team Stand and Share
Exit Ticket
Name one structure you will use in your
classroom before we meet
What content will you use with this
structure.
Why you picked this structure for the
content and activity you want to
accomplish with your classroom?