Cooperative Learning Strategies
1.
Three-Step Interview
This technique is commonly used as an ice-breaker or a team-building exercise
developed by Kagan (1989). It is aimed at helping students reinforce and internalize
important concept-related information based on lectures or textbook material.
The Three-Step Interview Process:
Step 1: One student interviews another within specified time limits.
Step 2: Reverse roles and conduct the interview again.
Step 3: Students then share the highlights of the information or insights gained
from the paired interview.
This technique reinforces listening and probing skills, helps students process and
rehearse information, and results in shared insights. Questions asked are related to the
assigned readings. The teacher or instructor will monitor how well the students have
responded to the readings and possibly incorporate some of their ideas in the
follow-on lecture or discussion. This technique can be modified to be role-playing
session. One student will assume the role of a historical figure, or a CEO or
human-resource manager and so forth. The other student will interview the
personality.
2.
Think-Pair-SHARE
This activity was developed by Frank Lyman (1981). The teacher or instructor poses a
question, preferably one demanding higher order thinking (analysis, evaluation, or
synthesis).
Step 1: Think - Students given 30 seconds or more to think through an appropriate
response. This time can also be spent writing the response.
Step 2: Pair - After this "wait time," students then turn to a partner and share their
responses, thus allowing time for both rehearsal and immediate feedback on their
ideas.
Step 3: Share - Student responses can be shared within learning teams, with larger
groups, or with the entire class during a follow-up discussion. This technique gives all
students an opportunity to express themselves as well as reflect on their answers. It
also prevents vocal students dominating the discussion. . Students may use Think Pair - Share to reach a consensus; however, this versatile technique can be used in
other ways:
pairs problem solving: two students work together to solve a math
problem, for example; thinking aloud pairs problem solving: a variation where one
student in the pair listens to the other as s/he talks through the solution to the problem;
and peer teaching: students teach each other the material.
3.
Think-Pair-SQUARE
Similar to the Think- Pair- Share structure, Think- Pair - Square asks students, once
they have completed their assigned pair task, to join with another pair to compare
their conclusions. The instructions to the newly formed "squares" may be to reach a
consensus within their groups or to explain their conclusions to the other pair who has
joined them.
4.
Round Robin
Present a category (such as "Names of Mammals") for discussion. Have students take
turns going around the group and naming items that fit the category.
5.
Roundtable
Present a category (such as words that begin with "b"). Have students take turns
writing one word at a time.
6.
Rally Table
Rally Table is a versatile and adaptable structure which can be used to bring two pairs
together to make a larger group of four. In this structure teams of four first work as
pairs. The teacher sets an open-ended task or asks a problem for which there may be a
number of solutions. There are then two ways in which this structure can be
introduced;

Members of the pairs pass a piece of paper to and fro, taking it in turns to

write ideas or answers to a problem.
Members of the pairs write their own lists initially
1. When time is called the partners who have worked individually look at their
ideas and draw up a final list. They could take it in turns to read their own list
while the other partner ticks agreements and adds new items. When roles are
reversed they will have a common list.
2. When the pair has agreement it is time to share ideas with the other pair in the
group. This is done in a similar way with one member of each pair reading
their list while the other again ticks agreement or jots down new ideas. The
process is reversed and a common list is produced.
3. Once the pairs have shared their answers, they may work as a team, as pairs or
individuals to construct their final product.
7.
Graffiti
During the Graffiti strategy, students brainstorm ideas and record them on large sheets
of chart paper. This is a creative way to collect thoughts from all or most of the
students in the classroom.
Steps
1. Place students in groups of three or four.
2. Provide each group with a large piece of paper divided into three or four sections,
with a topic written in the middle. The topic can be the same or different for all
groups.
3. Give students two minutes to think and record their ideas on their paper.
4. Have them stop writing, stand up, and move as a group to a different piece of
paper.
5. All of the groups continue the above process until each group has contributed to
every piece of paper.
6. Bring the whole class together to review everyone's contributions and to identify
patterns and categories in what has been written.
8.
Writearound
For creative writing or summarization, give a sentence starter (for example: If you
give an elephant a cookie, he's going to ask for...). Ask all students in each team to
finish that sentence. Then, they pass their paper to the right, read the one they
received, and add a sentence to that one. After a few rounds, four great stories or
summaries emerge. Give children time to add a conclusion and/or edit their favorite
one to share with the class.
9.
Numbered Heads Together
Ask students to number off in their teams from one to four. Announce a question and
a time limit. Students put their heads together to come up with an answer. Call a
number and ask all students with that number to stand and answer the question.
Recognize correct responses and elaborate through rich discussions.
10. Jigsaw
The Jigsaw popularized by Elliot Aronson (1960) was adopted as technique to reduce
racial tension in schools in the United States in the 60s. The underlying belief of this
technique is that no one can know something well without the aid of every other
person in the group and each member has a unique and essential contribution to make.
This technique can be used in higher education in disciplines where students confront
complex, challenging problems involving multiple pieces of information necessary for
a final, overall solution. The following are the steps for using the Jigsaw technique:
Step 1: Divide students into 5 or 6 person jigsaw groups. The groups should be
diverse in terms of gender, ethnicity and ability. Appoint one student from each group
as the leader. Initially, this person should be the most mature student in the group.
o Select a topic or issue that can be broken down into segments. For example, if
you want students to build a website on Tengku Abdul Rahman; you might divide
the problem into: His childhood; His path towards being Prime Minister; Economic
policies during his premiership, Social policies during his premiership, Politics
during his premiership and his life after being prime minister until his death.
o Assign each jigsaw group to work on one segment, making sure students have
direct access only to their own segment.
Step 2: Each member of a team assumes responsibility for one of one part of the
problem. They are responsible not just for researching the segment assigned; they
must also be able to teach the material to their fellow teammates. Thus, working
together, the jigsaw group merges the various portions to solve the "puzzle."
Step 3: One student from each jigsaw group temporarily leaves the group to form
temporary "expert groups". Students in the expert group will discuss the main points
of their segment and to rehearse the presentations they will make to their jigsaw
group.
Step 4: Each student presents his or her segment to the group. Encourage others in the
group to ask questions for clarification.
Step 5: At the end of the session, give a quiz on the material so that students quickly
come to realize that these sessions are not just fun and games but really count.
The instructor floats from group to group, observing the process. If any group
is having trouble (e.g., a member is dominating or disruptive), the instructor
should make an appropriate intervention. Eventually, it is best for the group
leader to handle this task. Leaders can be trained by whispering an instruction
on how to intervene, until the leader gets the hang of it.
11. Team Jigsaw
Assign each student in a team one fourth of a page to read from any text (for example,
a social studies text), or one fourth of a topic to investigate or memorize. Each student
completes his or her assignment and then teaches the others or helps to put together a
team product by contributing a piece of the puzzle.
12. Tea Party
Students form two concentric circles or two lines facing each other. You ask a
question (on any content) and students discuss the answer with the student facing
them. After one minute, the outside circle or one line moves to the right so that
students have new partners. Then pose a second question for them to discuss.
Continue with five or more questions. For a little variation, students can write
questions on cards to review for a test through this "Tea Party" method.
13. Gallery Walk
Gallery Walk gets students out of their chairs and actively involves them in
synthesizing important concepts, in consensus building, in writing, and in public
speaking. In Gallery Walk teams rotate around the classroom, composing answers to
questions as well as reflecting upon the answers given by other groups. Questions are
posted on charts or just pieces of paper located in different parts of the classroom.
Each chart or "station" has its own question that relates to an important class concept.
The technique closes with an oral presentation or "report out" in which each group
synthesizes comments to a particular question.
14. Buzz Groups
The term „buzz‟ comes from the hive of verbal activity. It is a small discussion group
formed for a specific task such as generating ideas, solving problems, or reaching a
common viewpoint on a topic within a specific period of time. Groups may be divided
into buzz groups or 2-3 persons after an initial presentation in order to cover different
aspects of a topic or maximize participation. These small groups meet for a short
period (up to three minutes) without any time for preparation or ref lection to consider
a simple question or problem. Each group appoints a spokesperson to report the
results of the discussion to the larger group. Buzz groups are a form of brainstorming
and is good for overcoming students who are shy to talk.
15. Snowball
Snowball is a variation of the „buzz group‟ where students are asked to form small
groups to exchange ideas or address a set question or to clarify understandings,
identify misunderstandings and so forth. Students either start with an individual task
(e.g. reflection) or in pairs to share initial ideas. This pair then joins another pair to
form a four somewhere in the classroom. Students start to look for patterns, trends,
and points of consensus or disagreement. It is possible to develop further by forming
groups of eight who then begin to develop principles or guidelines or action plans.
16. Send or Pass a Problem
This structure is particularly effective for problem solving. The starting point is a list
of problems or issues, which can be can be generated by students through an activity
such as a Roundtable or can be teacher-selected. Each team identifies the particular
problem or issue upon which they wish to focus initially and records their choice on
the front of a folder or envelope. Each team selects a different problem. The teams
then brainstorm effective solutions for these problems and write them down on a
piece of paper. At a predetermined time, the ideas are placed in the folder or envelope
and forwarded to another team. The members of the second team, without looking at
the ideas already generated, compile their own list. This second set of ideas is
forwarded to a third team which now looks at the suggestions provided from the other
teams, adds its own, and then decides on the two most effective solutions. Besides
encouraging collaborative higher order thinking skills this structure results in
students‟ evaluative judgments which are the highest cognitive level in Bloom's
well-known taxonomy. Reports to the whole group occur as time permits and can take
many forms, including written reports when the material is relatively complex. Some
instructors use this structure for examination review.
17. Student Summary of another Student's Answer
In order to promote active listening, after one student has volunteered an answer to
your question, ask another student to summarize the first student's response. Many
students hear little of what their classmates have to say, waiting instead for the
instructor to either correct or repeat the answer. Having students summarize or repeat
each other’s contributions to the course both fosters active participation by all
students and promotes the idea that learning is a shared enterprise.