Agenda
 Class Building/Team Building
 Mix Pair Share/Timed Pair Share
 Structure of the Month (SAM)(Fan and Pick)
 New Information
 Exit Ticket Survey
Learning Objectives
 I will gain a working knowledge of the structure of the
month
 I will model the KAGAN Structure of the Month with
my faculty
Quiet
Signal
(Goal: Silence in 5 seconds or less!)
1.
Stop.
2.
Look at speaker.
3.
Raise your hand.
4.
Silently signal others.
5.
Listen.
Teacher Says “Red
Robin”
Response “Yum!”
Fist Bump Praises
 Turkey:
Partner A is the body (Closed Fist)
Partner B are the feathers (Open Hand)
 Reindeer: Partner A are the antlers (Two Open Hands)
Partner B is the head (Closed Fist)
 Snail:
Partner A is the body (Closed Fist)
Partner B are the antenna (Two Fingers)
 Snowman: Partner A is the Head and Bottom (Two
Fists)
Partner B is the Body (One Fist)
 Jelly Fish: Partner A and B Fist bump and float away
saying (BLOOP, BLOOP, BLOOP)
•Know, accept and like each other
•Feel a sense of belonging
Feel sense of team identity, support,
belonging
Give One – Get One
 Everyone will need a pencil to write with
 As a group fill in the Give One column by coming to a






consensus
When the Give One Column is done stand up as a group
When all groups are standing teacher gives a signal to
Hand Up and Pair Up
Greet (Person with longest hair shares and the other person
writes what they shared in the Get One Column)
Reverse Roles
Praise and Part to find a new person
If paper is filled stand on the perimeter of the room to act
as a sage if anyone left needs help
Give One – Get One Teambuilding
 When time is called return to groups
 Person 1 shares an idea
 Continuous Round Table until the teacher says stop
Reflection: Timed Round Robin (#3)
 Think Time: “Which of the following academic functions
would this structure work best for?”
 Knowledge Building:
 Facts and Information
 Procedure Learning:
 Skills and Procedures
 Processing Information:
 Make Meaning, Display Understanding, Digest Content
 Thinking Skills:
 Compare/Contrast, Brainstorm, Evaluate, Cause/Effect
 Presenting Information:
 Book Reports/Projects
Fan and Pick
Numbered Heads Together
 Students are Numbered
 Pose a Question and Give Think Time
 Students write their answers keeping board covered
 Students put boards on head to show they are done
 Students stand up and discuss their answers
 Students sit when they have agreed on an answer
 Teacher calls on a number and that number student
gives the answer
 Praise the students
 Repeat with variations
Question
 _____________ is the process by which water is
converted from its liquid form to its vapor form and
thus transferred from land and water masses to the
atmosphere.
 Choral Response from teammate number ____
 X, X, excellent
Task
 You and two friends are ready to share your Birthday
cake. Just before you cut the cake, a 4th friend comes
to join you. Show and explain what you will do.
Traveling Heads Together
Structure of the Month
Schedule
MONTH
STRUCTURE
August/Sept
October
Rally and Round Robin/Variations for Sept
Rally Coach
November
Stand Up Hand Up Pair Up/Quiz Quiz Trace
December
Mix Pair Share/Timed Paired Share
January
Fan and Pick
February
Numbered Heads
March
Match Mine
April
Showdown
May
Talking Chips
KAGAN Coaches
Coach
Lisa Womack
Jeremy Centeno
Daphne Graham
Jeannie Williams
School
Rosenwald, CCWA, Mowat,
Patterson
Breakfast Point, Beach, Parker,
Southport, Cherry Street, and
Lucille Moore, Hiland Park
Mosley, Arnold, Surfside, Tyndall,
North and Bay Haven, University
Academy
Jennifer Rogers
Jennifer Harrington
Christy Williamson
Misty Elkins
Bozeman, M.Brown, Callaway, Lynn
Haven
Rutherford, Everitt
Bozeman, Lynn Haven
Cedar Grove
Oakland Terrace, Bay High
Lorrane Blastick
Jinks
A walk in the sculpture garden is more
fun when the sculptures are human clay!
1. Sculpture and clay
2. Sculptor sculpts
3. Sculpture Garden (a walk in the
garden)
4. Switch roles
5. Revisit the garden
Progression Scale
4
I monitor, model, and track KAGAN structures at my school and
keep data on how KAGAN is creating student engagement in
classrooms and student achievement. I always walk through the
classrooms with the KAGAN coach when they are on my
campus.
3
I monitor, model, and track KAGAN structures in my school. The
teachers have been coached and I have walked through with the
KAGAN coach at least once to ensure that KAGAN is being
implemented in my school building
2
I monitor KAGAN at my school through lesson plans and my teachers
have been coached. I have seen my teachers implementing KAGAN
1
I have monitored KAGAN at my school and it is being implemented
on a basic level
0
I have been introduced to KAGAN