Two Stay--One Stray The cooperative learning strategy, Two Stay--One Stray, (or Three Stay..., etc.

) is effective for lessons where parallel groups of students work on the sa e la!oratory investigation or pro!le set or other activity. "se of this strategy ena!les learners to check their procedures#answers#results#conclusions with others. This can spare a teacher fro feeling that he#she needs roller skates to get around to all groups$ %n this strategy, one e !er of each cooperative group visits another group to share procedures near the !eginning or iddle of an activity, or findings near the end of an activity or session. The group e !er who strayed re&oins his#her original group to share what he#she learned fro the visited group. To a'i i(e colla!oration a ong groups, groups should not e'change strays. )hen groups are arranged in a circle, a e !er of each can stray to the left or right. *or e'a ple, students can work in groups to solve a set of pro!le s for review. )hen they have co pleted the pro!le set, the teacher can signal groups to each send one e !er to the group on the right. The stray and the visited group can co pare answers to the pro!le set. They can discuss differences and atte pt to arrive at co on answers. )hen the stray has co pleted consulting, the stray returns to his#her group. The group now shares what they learned fro the stray that visited and the group their stray visited. +uring the straying, the teacher ay want to stay with one group to ensure that answers#pro!le solutions are correct. The teacher can reconvene the class to go over any infor ation or pro!le s that were unresolved. And another perspective ,ike -Stand "p and Share,- this structure re.uires the easy identification of a tea e !er who will !eco e the groups spokesperson. %t too !uilds on another structure, such as Structured /ro!le Solving, !ut in this case the topics can !e far ore co ple'. 0fter the pro!le solving discussions are co plete and all tea e !ers indicate that they can give the tea 1s report, you designate the student fro each tea who will -stray.- That is, one student fro each group (such as the -2u !er One- or the -+ia ond-) leaves it and rotates to an ad&oining tea to give the report. %n large classes it is essential that the order of rotation is clear. /laying cards work particularly well !ecause the -0ces- know to rotate to the -Twos,- the -3acks- to the 4ueens,- and so forth. The designated student, who is welco ed as a visitor, shares with this new tea the results of his original group1s discussion, giving proposed solutions to pro!le s or su ari(ing discussions. 0 second rotation ay !e desira!le if the topic pro pted divergent thinking and solutions. Three-Stay One-Stray offers a low-threat foru where students can e'change ideas and !uild social skills such as asking pro!ing .uestions. %t also offers students the opportunity to learn !y teaching. /lacing the report-out responsi!ility on the students reinforces the valua!le conception that knowledge resides within the learning co unity, not &ust with the -authority-figure- instructor. /erhaps its greatest value lies in its efficiency. %nstead of, for e'a ple, ten se.uenced five- inute reports to the entire class (fifty inutes, plus transition ti e), individual students are si ultaneously giving five- inute reports throughout the roo

Think, Pair, Share (Timed) Think, /air, Share is a structure first developed !y /rofessor *rank ,y an at the "niversity of
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5aryland in 6786 and adopted !y any writers in the field of co-operative learning since then. %t introduces into the peer interaction ele ent of co-operative learning the idea of 9wait or think: ti e, which has !een de onstrated to !e a powerful factor in i proving student responses to .uestions. %t is a si ple strategy, effective fro early childhood through all su!se.uent phases of education to tertiary and !eyond. %t is a very versatile structure, which has !een adapted and used, in an endless nu !er of ways. This is one of the foundation stones for the develop ent of the 9co-operative classroo .: /";/OS< /rocessing infor ation, co unication, developing thinking. ;<,<=02T S>%,,S Sharing infor ation, listening, asking .uestions, su arising others: ideas, paraphrasing. ST</S 6. Teacher poses a pro!le or asks an open-ended .uestion to which there ay !e a variety of answers. ?. Teacher gives the students 9think ti e: and directs the to think a!out the .uestion. @. *ollowing the 9think ti e: students turn to face their ,earning /artner and work together, sharing ideas, discussing, clarifying and challenging. A. The pair then share their ideas with another pair, or with the whole class. %t is i portant that students need to !e a!le to share their partner:s ideas as well as their own. An alternative is to make it timed. When the students are speaking their thoughts, the teachers ets a time limit for each speaker, to ensure each person gets adequate time to speak. 0//,%B0T%O2S Cefore a lesson or topic to orient the class (previous knowledge etc). +uring teacher odeling or e'planation. 0ny ti e, to check understanding of aterial. 0t the end of a teacher e'planation, de onstration etc, to ena!le students to cognitively process the aterial. To !reak up a long period of sustained activity. )henever it is helpful to share ideas. *or clarification of instructions, rules of a ga e, ho ework etc. *or the !eginning of a plenary session.

NUM !"!# $!A#S TO%!T$!"

The structure of 2u !ered Deads Together is derived fro the work of Spencer >agan. There are a nu !er of variations on the ethod, so e very si ple and others with a greater degree of co ple'ity. This structure can !e used in con&unction with 9Think, /air, Share: early in the develop ent of the Bo-operative Blassroo . learning with spellings. /";/OS< /rocessing infor ation, co unication, developing thinking, review of aterial, checking prior knowledge. ;<,<=02T S>%,,S Sharing infor ation, listening, asking .uestions, su arising others: ideas, talking .uietly. ST</S 6. 2u !er off the students in each group, up to four. %f one group is s aller than the others have no. @ answer for no. A as well. The teacher can give nu !ers or students can give nu !ers the selves. ?. Teacher asks the students a .uestion or sets a pro!le to solve. %t ust !e stressed that everyone in the group ust !e a!le to participate and answer the .uestion. @. <nsure enough 9wait ti e is given for the group to do the task. There is an e'pectation that everyone in the group will !e a!le to answer the .uestion following the discussion. >agen suggests the teacher phrases .uestions !eginning withE put your heads together andF or 5ake sure you can allF There are any other ways of ensuring the teacher cues the students into the colla!orative activity. The students work together. They .uite literally put their heads together in order to solve the pro!le and also ensure that everyone in the group can answer the .uestion. The teacher now asks for an answer !y calling a nu !er. (this ight !e at rando or can initially decided !y the teacher in order to ensure the process is successful) The students with the nu !er called then take it in turns to answer. %f there are not enough students ready to respond the teacher ay &udge that a little ore ti e is needed or e'tra support given. )hen the teacher is satisfied answers can !e taken, there are a nu !er of choicesG Select one student. Select one !ut ask others to ela!orate, co ent etc. 0sk different students to give a particular part of the answer These are all se.uential responses. The teacher can also use what >agen descri!es as si ultaneous answersG 0ll students showing their work. Students using white!oards to show their group work. 0//,%B0T%O2 To involve whole class in the consideration of a .uestion or pro!le . To increase individual accounta!ility. To increase group teaching so that all e !ers of the group are coached. To increase tea spirit and satisfaction. To give support to all students in consideration of challenging .uestions or pro!le s. B";;%B","5 0;<0S 2u !ered Deads Together is suita!le for any curriculu co !ination with the 9Think, /air, Share: structure. area and can !e used as an e'tension or in

Si&ent ne'otiation 0 process where students work in s all groups. They are asked to place their thoughts#ideas down.

They then need to silently negotiate a se.uence#hierarchy#priority for the infor ation !y picking up any idea and changing its position. The key is for the students to watch and o!serve where their peers place or change position of the ideas and consider why they ight have done this#the reasoning !ehind this. Hou will notice that the process of negotiation will eventually slow down and co e to co pletion once the students have a co on understanding around the place ents. This process can also !e done with speaking aloud.

Ta&kin' (hips Students place their chip in the center each ti e they talk. They cannot talk again until all

tea

e !ers have placed a chip.

ST</S Set-"pG Tea s have talking chips (5a'i u G two chips each). Talking chips !oard chips, tokens, or pogs. 6. ?. @. A.

ay !e pencils, card

Teacher provides a discussion topic. 0ny student !egins the discussion, placing his or her chip in the center of the tea ta!le. 0ny student with a chip continues discussion, using his or her chip. )hen all chips are used, tea ates all collect their chips and continue the discussion using their talking chips.

This structure is a communication regulator. You can use this with an article from a newspaper. Remember to give think time for notes. Discuss reaction to article and then do the Talking Chips. Dow did this structure ake you feelI +oes this li it co unicationI )ill this encourage control, patience, li its. 2o one person is do inating the discussion

)ot Tho*'hts (Teammates +cover the ta,&e- writin' ideas on s&ips o. paper/) Students each have ultiple slips of paper. Teacher na es a topic, sets a ti e li it, and provides think ti e. (In three

minutes how man !uestions can ou write that have the answer "#$% &hat are wa s we can reduce povert $%' Students write and announce as any ideas as they can in allotted ti e, one idea per slip of paper. <ach slip of paper is placed in the center of the ta!leE students atte pt to 9cover the ta!le:.