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30 Strategies Cooperative Learnings PDF
30 Strategies Cooperative Learnings PDF
COOPERATIVE
LEARNING
1. Team Interview
2. Paired Heads Together
3. Rally Coach
4. 3 – Step Interview
5. Give One, Get One
6. Placemat Consensus
7. Relay Review
8. Find Someone Who…
9. Fan-n-Pick
10. Who am I?
11. 4S Brainstorming
12. Mix-N-Match
13. Inside/Outside Circle
14. Blind Sequencing
15. Rally Robin
16. Sage and Scribe
17. Travelling Heads Together
18. Same Different
19. Listen Right
20. Rank Order
21. Back to back
22. Envoys
23. Jigsaw
24. Listening triads
25. Match mine
26. Pass the buck
27. Rainbow groups
28. Round table
29. Snowballing
30. Soldiers’ lines
1. TEAM INTERVIEW
Steps:
1. The teacher assigns a topic and sets the time limit.
2. 1 learner from each team stands ready to be interviewed by their team-
mates.
3. Team-mates then interview the standing learner asking open ended
questions.
4. When the time is up, the standing learner sits down and is thanked by their
team-mates.
5. In turn, remaining learners stand and are interviewed by their team-mates.
Steps:
1. The teacher distinguishes ‘shoulder’ learners from ‘face’ learners.
2. The teacher presents a problem and provides learners with ‘think’ time.
3. Learners write their answers individually, without help.
4. Learners share and discuss their answers with their ‘shoulder’ learners,
coaching if necessary, to come to their best answer.
5. Learners signal when they are ready.
6. The teacher says, “Turn to your ‘face’ learners. Everyone share your best
answer. Learners just listen.” Learners share as individuals, not pair to pair.
7. The teacher announces the correct answer, saying, “If your partner said
XXXXXXX, then give them a high five (P1, handshake etc)”.
8. Teacher does an additional round, mixing up each time which face learner
answers.
3. RALLY COACH
Can be used with work sheet or oral problems provided by the teacher.
Learners work in pairs.
Learners take turns, one solving a problem while the other coaches.
Steps:
1. Learner A solves the first problem, explaining what they are doing.
2. Learner B watches, listens, checks and praises.
3. Learner B solves the next problem, explaining what they are doing.
4. Learner A watches, listens, checks and praises.
5. Repeat.
4. 3 – STEP INTERVIEW
Steps:
1. The teacher provides the interview topic and states the duration of the
interview.
2. The teacher calls for ‘think’ time.
3. In pairs, learner A interviews learner B.
4. Learner A thanks and praises learner B.
5. The pairs switch roles: learner B interviews learner A and again thanks and
praises.
6. The pairs then pair up to form groups of four.
7. Round Robin: Each learner in turn shares with the team what he/she
learned in the interview.
5. GIVE ONE, GET ONE
Steps:
1. In teams, learners brainstorm Give One items without writing them down.
2. When they agree they have come up with a good Give One item, they
each, in their own words write it in the Give One column. (Provide learners
with a worksheet with 2 columns – one column titled Give One, the other
Get One.)
3. When their Give One column is full, the team stands.
4. When all teams are standing, each learner puts up a hand and moves to
find a new Learner.
5. In pairs, learners each give one idea and get one idea. Learners write the
idea they received in their own words in the Get One column.
6. Pairs part. Learners put a hand up until they find a new partner and then
again Give One & Get One.
7. When their form is full, learners stand at the side of the room offering to
Give One to anyone whose form is not yet full.
8. When all learners have finished their forms, they return to their teams and
share the ideas they have received.
6. PLACEMAT CONSENSUS
Team-mates place items they agree on in the centre of their team placemat.
Learners work in teams of four.
Steps:
1. Each team draws or is given a placemat on a large piece of paper.
(A placemat consists of four boxes with an additional box set in the middle
of the page for consensus items.)
2. The teacher provides the teams with a topic for discussion.
3. Team-mates all respond simultaneously in their individual space, writing as
many items as they can in the time allotted.
4. Team-mate 1 announces one item he/she has written.
5. Team-mates discuss the item.
6. If there is consensus that the item is important, Team-mate 1 records
his/her best consensus of the team’s ideas in the centre of the placemat,
seeking help with wording if necessary.
7. The process is repeated for one or more rounds so each team-mate in turn
suggests an idea and records the team consensus.
7. RELAY REVIEW
Steps:
1. Two teams of 2 stand as shown with learners in each pair standing one
behind the other, facing the other pair.
B1 A1 A2 B 2
2. A1 has the ‘baton’ and carries it to and hands it over to A2 and gives an
answer. A1 then goes to stand behind B2.
B1 A2 B2 A1
3. A2 carries the baton to B1, hands it over and goes to stand behind B1.
A 2 B1 B2 A1
4. This continues until time is called.
Steps:
1. Hand each learner a work sheet and ask them to chose a partner.
2. Learner A asks learner B a question from the worksheet. B responds and A
writes down the answer and signs A’s work sheet.
3. B then asks A a question and A responds as above.
4. Learners shake hands/thank each other and move on to find a new
learner.
5. The whole process is then repeated until all questions have been answered.
6. The answers can then be reviewed within groups or as a whole class.
9. FAN-N-PICK
Steps:
1. A pack of question cards are given to learners who are in teams of 3.
2. Learner A shuffles the cards and fans them out, with the questions facing
them.
3. Learner B picks a card and reads it out aloud.
4. Learner C answers the question.
5. Learners A and B praise if answer is correct or coach learner C until they
can answer the question correctly.
6. The cards are rotated clockwise after each question so that learners take it
in turn to be A, B and C.
10. WHO/WHAT AM I?
Steps:
1. Pictures or names are placed on learners’ backs.
2. Learners walk around the room until they find a Learner. Learners check
each other’s back.
3. Learners take turns asking 3 yes/no questions.
4. After 3 questions learners change partners and again ask 3 yes/no
questions.
5. When a learner guesses who they are, their partner removes the picture
from their back and gives it to them to wear on their front. They are now
‘helpers’ and are allowed to drop one subtle hint to any learner who does
not yet know their identity.
11. 4’s BRAINSTORMING
• Speed Sergeant ensures that team-mates work fast, under time pressure, to
come up with as many ideas as possible. The team member assigned this
role says things like: ‘We only have one minute left.’ ‘Let’s hurry!’ ‘Let’s get
quicker with our responses.’
• Chief Support makes sure all ideas are encouraged with no evaluation of
ideas. Chief Support says thinks like: ‘All ideas are great!’ ‘That’s an
excellent idea!’ ‘I really like that!’
• Sultan of Silly encourages silly ideas. Having a good percent of silly ideas
is very helpful in the flow of ideas. The silly idea may not be part of the
final solution, but may well lead to an idea that is. The Sultan of Silly says
things like: ‘Let’s have a crazy idea!’ ‘Can anyone think of something funny?’
It is not the Sultan’s job to provide all of the silly ideas; rather he or she is to
encourage team-mates to come up with silly ideas.
2. With cards in hand, learners get up and move around the room trading
cards with other learners as they pass by.
3. When the teacher calls ‘freeze’, they all stop in their tracks and no
more trading of cards is allowed.
4. When the teacher calls ‘match’, learners actively seek out the partner
who has their matching card.
5. After all learners have found their perfect match, call ‘mix’ and they
start again.
7. When learners have a Learner, they move to the outside of the room to
allow more room for those still looking for a partner.
13. INSIDE/OUTSIDE CIRCLE
3. Learners from the inside circle share something with their partners.
4. Learners switch roles; the outside circle learners now share while their
partners listen.
5. Learners rotate to work with new partners – rotate four people ahead to
a new partner – vary by changing the number of positions advanced or
switch the direction of the rotation; class counts aloud the number of
positions they are moving so everyone knows when to stop. “One, two,
THREE!” (Movement energises learners.)
Variations
• Learners rotate in pairs and discuss in groups of four; e.g. teacher asks
question; inside circle pair discusses question while outside circle discusses
questions; pairs compare answers.
Teams work to sequence cards in their proper order, but there is a catch –
each learner is given his or her own cards, and no one else can see what’s on
them!
Steps:
1. The teacher poses a problem to which there are several possible responses
or answers.
2. In pairs, learners take turns giving responses or solutions.
16. SAGE AND SCRIBE
Steps:
1. The Sage gives the Scribe step-by-step instruction on how to perform a
task or solve a problem.
2. The Scribe records or follows the Sage’s solution step–by-step in writing,
coaching if necessary.
3. The Scribe praises the Sage.
4. Learners switch roles for the next problem or task.
Steps:
1. The teacher presents a problem and gives think time.
2. Learners privately write their answer.
3. Learners stand, show answers and discuss, then teach each other.
4. Learners sit down when everyone knows the answer or has something to
share.
5. The teacher calls a number, and one learner from each team with that
assigned number, stands up.
6. The standing learners join another team and sit down with them to share
their best answer.
18. SAME DIFFERENT
• Distribute materials. Each pair on the team (of 4) receives two items,
(e.g., pictures, articles, advertisements, poems, films, music, extracts
from texts) and a recording sheet for the team.
• Make sure that Pair A does not show what they have to Pair B. (Teams
could build a barrier so pairs cannot see what the other pair has. Give
each pair two wallet folders and one paper clip. They clip the folder
together at the top with a paper clip and spread the base to make a
stand-alone ‘buddy barrier’).
• When the separate pairs have uncovered all the similarities and
differences or can’t find any more, they compare their lists. They go
over all the similarities and differences they recorded, again taking
turns and making sure they are accurate. Then, they continue to find
more similarities and differences. (Teams can be held accountable by
collecting their recording sheets.)
During an explanation the teacher stops talking to allow learners to write the
main points, compare with a learner and celebrate.
Steps:
1. Teacher gives information in small chunks. Learners, with pens down, listen
carefully for the key words, phrases or ideas.
2. Teacher stops talking.
3. Learners write, draw or add key points to a mind-map.
4. Learners share with a partner, checking for accuracy and making corrections
on their own papers.
5. Teacher announces key points.
6. Learners celebrate if correct or make corrections.
7. Learners put pens down and process is repeated from Step A.
20. RANK ORDER
Steps:
1. Learners solve their individual problem while sitting at their desks.
2. When the learner has solved his/her problem they move to the back of the
room.
3. As they are joined by other learners, they rank themselves in ascending
order of their answers.
4. When all learners are in what they hope is the correct order, they discuss
their problem and solution with a partner. The teacher can do the ‘pairing
up’.
5. Any mistakes can be rectified and the rank readjusted.
6. The teacher then checks to see if the ranking is correct.
21. BACK-TO-BACK
Students sit in pairs “back-to-back” – the chair backs should touch so the students
are close enough to hear each other.
A is given visual material which he holds close to his chest. B is given a piece of
plain paper and a pencil.
A describes the visual to B, while B draws it, aiming to make a perfect replica
which is exact in size, shape, and detail, complete with labelling. Describers are
not allowed to draw in the air with their fingers.
This is a cooperative exercise. B can ask as questions and A’s job is to be as
helpful as possible.
When the time is up, partners compare the original with the copy.
Partners swap roles and material.
22. ENVOYS
Once groups have carried out a task, one person from each group is
selected as an ‘envoy’. The envoy moves to a new group to explain and
summarise their group’s work and to find out what the new group thought,
decided or achieved. The envoy then returns to the original group and feeds
back. This is an effective way of avoiding tedious and repetitive reporting-back
sessions. It also encourages the envoy to think about his/her use of language and
creates groups of active listeners.
Example: A Year 7 history class was divided into small groups. Each group was
given a different historical artefact to handle and speculate about. Once some
ideas about origin, age and use had been generated, one group member went
to the next group to introduce the artefact and explain the group’s thinking. The
new group contributed ideas before the envoy returned to the original group.
23. JIGSAW
Pupils work in groups of three. One pupil takes on the role of talker, one the role
of questioner and one the recorder. The talker explains something, or comments
on an issue, or expresses opinions. The questioner prompts and seeks clarification.
The recorder makes notes and gives a report at the end of the conversation.
Next time, pupils change roles.
Example: Pupils in a Year 9 English class were given a poem. Each pupil selected
sections that they felt were interesting or significant. The teacher organised the
pupils into groups of three and each read out her or his chosen section and
discussed with the ‘questioner’ reasons for the choice. At the end, after all three
had introduced their chosen sections, and taken a turn as questioner and
recorder, the recorder’s notes were considered and the group drafted a
collaborative written response to the whole poem.
Steps:
1. The SENDER arranges his/her game pieces on his/her game board.
2. The Sender gives the RECEIVER directions to match the Sender’s
arrangement of game pieces on the board.
3. When finished, partners check for accuracy.
4. The Receiver praises the Sender for their instructions and they develop
improvement strategies.
The partners now switch roles and repeat with a new arrangement.
26. PASS THE BUCK
This is a way of ensuring that pupils are regrouped and learn to work with a
range of others. After groups have done a task, each pupil in the group is given
a number or colour. Pupils with the same number or colour then join up to form
new groups comprising representatives of each original group. In their new
groups, pupils take turns to report on their original group’s work and perhaps
begin to work on a new, combined task.
Example
For groups of six. Allocate colours as in Edward do Bono’s thinking hats. Form
“same-hat” groups to discuss the “hat response” then return to original group to
discuss in role. (See attached list of hats)
Example: A Year 7 science class was asked, in pairs, to draw a concept map of
all their ideas about the term ‘force’. Pairs then formed fours to compare lists and
categorise their ideas into different kinds of force. The teacher then gave each
pupil a colour (red, green, blue, yellow). New ‘rainbow’ groupings were then
formed – all those with the same colour – and pupils were asked to introduce
their force categories to each other. Each new group was then asked to devise
some scientific questions in preparation for a class discussion.
28. ROUND TABLE
Steps:
1. Students are numbered 1 to 3 or 4.
2. Student 1 answers the first part of the problem with the rest of the group
offering help, giving constructive criticism and praise.
3. Student 2 then answers the second part of the problem with similar
responses from the rest of the team.
4. This is repeated with students 3 and 4 etc until the problem is solved.
5. For more problems, the students’ roles are reassigned.
29. SNOWBALLING
The group divides into two rows and both stand facing each other.
Teacher informs each row whether they are for or against the proposal
Each facing pair takes it in turns to argue their viewpoint for one minute each
without interruptions.
Teacher will ask one row to move up by one person, with end ‘free’ person from
one line moving to the back of their row.
Teacher again asks one row to move up, but this time roles are reversed.
Co-operative group work activities – examples of classroom applications
ACTIVITY EXAMPLES
3 – Step Interview ‘Maths – What can you remember about probability?’
Science - What do you know about the rock
cycle/homeostasis/products from oil etc – any revision topic
Give One, Get One Maths – Ways to represent data; types of polygons;
properties/vocabulary associated with circles
Science - Chemical symbols/formula/renewable/non-renewable
energy resources/for and against arguments for any contemporary
Science issue
SEAL – Generating good personal goals.
Inside/Outside Circle Maths – Any set of mathematical problems
Science - Any topic area of Science with a number of
questions/problems
Jigsaw RE – Prepare a poster on ‘Celebrations’ from the perspective of
different religions.
Listen Right Generic - delivery of information.
Listening Triads Tech – pupils discuss reasons for their choice of design.
Match Mine Maths – Coordinates and mathematical shapes; 3-D objects made from
multilink
Team Interview Topic revision – each member of a team having a different topic.
Publications:
Cooperative Learning
Spencer Kagan
Teambuilding
Spencer Kagan
The above books are available in the Staff Library in the LRC.
Websites:
www.kaganonline.com/KaganClub/FreeArticles/ResearchInNutshell.html
An introduction to Kagan structures by Spencer Kagan himself.
www.kaganonline.com/
The homepage of all things Kagan.
www.t2tuk.co.uk/
British website devoted to Kagan Structures