Kagan Cooperative Learning Structures that PromoteSecond Language LearningFrom

Second Language Learning through Cooperative Learning

by Julie HighAugust 20

, 2003Cooperative Learning Structures that promote learning vocabulary:1.Guess-The Fib2.Inside-Outside Circle3.Line-Ups4.Match Mine5.Numbered Heads Together 6.Rallytable7.Roundrobin8.Roundtable/Roundrobin9.Same-Different10.Send-A-Problem11.Team Collage12.Team Draw13.Where Am I?Cooperative Learning Structures that help students apply grammatical conventions:1.Numbered Heads Together 2.Pairs Check 3.Roundtable4.Send-A-Problem5.Three-Step Interview6.Turn TossCooperative Learning Structures that help students develop writing skills:1.4-S Brainstorming2.Line-Ups3.Pairs Check 4.Roundtable/Roundrobin5.Story Scramble

Descriptions of Cooperative Learning Structures

1.Guess-the-Fib

This can be played either within teams or within the class. When played within teams, participants try tofool their teammates; when played within the class, teams try to fool other teams. The idea is simple. InGuess-the Fib, students state two rather unbelievable facts and one unbelievable fib. They announce allthree as facts, and it is the job of the teammates or other teams to guess which one is the fib. Finger responses can be used with Guess-the-Fib. Students simply hold up one, two or three fingers, depending onwhich statement they believe is the fib.

2.Inside-Outside Circle

Students stand in pairs in two concentric circles. The inside circle faces out; the outside circle faces in.Students use flash cards or respond to teacher questions as they rotate to each new partner. Good for:

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Checking for understanding, review, processing, helping

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Tutoring, sharing, meeting classmates3.

Line-Ups

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Participants line up according to the same pre-established criteria….for example, by birth date (month,year).

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Lineups can be used to make small groups (count off by four’s, etc.) and can be used to promotecommunication and develop concepts.

4.Value Line

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One way to form heterogeneous groups is to use a value line.

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Present an issue or topic to the group and ask each member to determine how they feel about the issue(could use a 1-10 scale; 1 being strong agreement, 10 being strong disagreement).

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Form a rank-ordered line and number the participants from 1 up (from strong agreement to strongdisagreement, for example).

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Form your groups of four by pulling one person from each end of the value line and two people from themiddle of the group (for example, if you had 20 people, one group might consist of persons 1, 10, 11,20).

5.Match Mine

Students attempt to match the arrangement of objects on a grid of another student using oralcommunication only. Good for:

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Vocabulary development

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Communication skills, role-taking ability6.

Numbered Heads Together

This structure is useful for quickly reviewing objective material in a fun way. The students in each team arenumbered (each team might have 4 students numbered 1, 2, 3, 4). Students coach each other on material to be mastered. Teachers pose a question and call a number. Only the students with that number are eligible toanswer and earn points for their team, building both individual accountability and positive interdependence.This may be done with only one student in the class responding (sequential form), or with all the numbers,3's for instance, responding using an Every Pupil Response technique such as cards or hand signals(simultaneous form). (Kagan)7.

Rallytable

Students are working in pairs, within their teams. Students will take turns writing on one piece of paper or completing a task.

8.RoundtableStep 1:

The teacher asked a question with many possible answers, such as name all the sports you can, or list any items you can identify in the classroom.

Step 2:

Teams have one piece of paper and one pen or pencil that rotate around the team. Each studentwrites one answer on the list and passes the pen and paper. If any student is having difficulty thinking of what to write, the teammates can make suggestions.9.

Roundrobin

is the oral counterpart of Roundtable. Students take turns around the team contributinganswers or reading something they have written.

10.Roundtable/Roundrobin

Combine the Teambuilding structures of Roundtable and Roundrobin to make an excellent and often –usedMastery Structure. Since Roundtable requires a quick pace to maintain student interest, it is best used as areview activity. As students write the appropriate word, they also need to pronounce it. This makes theactivity Roundrobin at the same time.

11.Same-Different

Students try to discover what is the same and different in two pictures, but neither can look at the other's picture.

Send-A-Problem

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Send-A-Problem can be used as a way to get groups to discuss and review material, or potentialsolutions to problems related to content information.

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Each member of a group generates a problem and writes it down on a card. Each member of thegroup then asks the question to other members.

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If the question can be answered and all members of the group agree on the answer, then that answer is written on the back of the card. If there is no consensus on the answer, the question is revised so thatan answer can be agreed upon.

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The group puts a Q on the side of the card with the question on it, and an A on the side of the cardwith an answer on it.

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Each group sends its question cards to another group.

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Each group member takes ones question from the stack of questions and reads one question at a timeto the group. After reading the first question, the group discusses it.

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If the group agrees on the answer, they turn the card over to see if they agree with the first group'sanswer.

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If there again is consensus, they proceed to the next question.

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If they do not agree with the first group's answer, the second group writes their answer on the back of the card as an alternative answer.

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The second group reviews and answers each question in the stack of cards, repeating the procedureoutlined above.

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The question cards can be sent to a third, fourth, or fifth group, if desired.

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Stacks of cards are then sent back to the originating group. The sending group can then discuss andclarify any questionVariation: A variation on the send a problem is to use the process to get groups to discuss a real problem for which there may be no one set answer.

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Groups decide on one problem they will consider. It is best if each group considers a different problem.

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The same process is used, with the first group brainstorming solutions to a single problem. The problem is written on a piece of paper and attached to the outside of a folder. The solutions are listed andenclosed inside the folder.

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The folder is then passed to the next group. Each group brainstorms for 3-5 minutes on the problemsthey receive without reading the previous group's work and then place their solutions inside the folders.