1.

Shared reading

We can use this structure to read texts as follows:

1. A team member reads the first paragraph. The companion next door (e.g. following the
clockwise) will need to explain what the watch has just read or make a summary with "his own
words". The other two colleagues must confirm, nuance, or correct the second partner's oral
summary.

2. The second student shall read the second subparagraph, and the next companion (the third)
shall make a summary of it, while the other two (the fourth and the first) shall say whether the
summary is correct or not.

3. And so on, until all the text has been read.

2. 1-2-4

The teacher asks the whole group a question and provides each participant with a template with
three boxes (one for Situation 1; one for Situation 2, and one for Situation 4), to write down in
it the successive answers.

1. Within a base team, first each (Situation 1) thinks about the correct answer to the question
posed by the teacher and writes it down in the first box.

2. Secondly, they are put in two (Situation 2), exchange their answers and comment on them.
These two students have to agree to make their two answers one and write it down, each, in
the second box.

3. Thirdly, all team members (Situation 4), after pooling the answers given by the two partners,
must compose among all the most appropriate answers to the question before them and will
each record it in the third box.

3. Rotatory paper

1. The teacher assigns a task to the basic teams: draw up a list of words, write down a story,
write down what they know about a certain topic to know their previous ideas, write a sentence
that summarizes a fundamental idea of the text they have read or the topic they have been
studying, etc.

2. A team member then begins to write his or her part or contribution on a "rotating folio". In
the meantime, others look at how he does it, help him if necessary, correct him, encourage
him...

3. Then pass it to the next-door partner clockwise to write their part of the task on the folio, and
so on until all team members have participated in the task resolution.

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 4. Rotatory paper in pairs

It is an adaptation of the rotating Folio, designed to avoid as much as possible the "impatient
wait" of a team member. With this adaptation, all team members are busy during the activity.

1. Within a team, the activity begins in pairs on a "rotating folio" (start a wording that the other
couple must continue, think of a problem or ask a question that the other couple must solve or
answer...).

2. After a certain time (depending on the nature of the activity and the age of the children), the
two couples exchange the "rotating folio" and each must continue the activity (follow the
wording, solve the problem or answer the question...), after formally correcting (spelling,
syntax...) the part of the folio written by the other couple.

3. In this way, the folio is successively "rotating" from one pair to another within the same team.

5. Three-minute stop

1. When the teacher makesanexplanation to the whole group-class, from time to time makes a
small stop of three minutes. During that time, each basic team will think and reflect on what has
been explained to them until then, and everyone must prepare two or three questions or
doubts, which they should then raise, on the subject in question.

2. After these three minutes, the spokesperson for each team raises a question of the three who
have thought, one per team in each round. If a question has already been posed by another
team, they skip it.

3. When all the questions have already been asked, the teacher continues the explanation until
a new three-minute stop is made.

6. Pencils in the center

The teacher gives each team a sheet with so many questions or activities on the subject that
work in the class as members have the basic team (usually four). Each student must take care of
a question.

1. You should read it aloud and you should be the first to think about how to answer the question
or do the activity. In this step and in the next three (2, 3 and 4), everyone's pencils or pens are
placed in the center of the table to indicate that at those times you can only talk and listen, and
not write.

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 2. He then asks the opinion of all his teammates, following a certain order (e.g. clockwise),
making sure that all his teammates provide information and express his opinion.

3. From the different opinions, they argue and between all decide the appropriate answer.

4. Then check that everyone understands the answer as they have decided among all.

5. When everyone is clear about what needs to be done or answered, each one takes his pencil
and writes it in his notebook. Right now you can't talk, just write.

6. The pencils are then put back in the center of the table and proceeded in the same way with
another question or activity, this time directed by another student.

7. The play of words

The teacher writes on the board a few keywords on the subject they are working on or have
finished working on.

1. On each of the base teams, students should write a sentence with these words or express the
idea behind them. To make sentences easily manipulateable, they will write them on small paper
(the third or fourth part of a folio).

2. When each has already written his prayer, one of them shows it to others and they correct it,
nuance, complete... Somehow, they make it their own to turn it into a team-wide prayer.

3. If there were more than four keywords, the necessary rounds are performed, following the
same procedure.

4. They are then sorted on the table according to a logical criterion, composing a kind of outline-
summary or conceptual map of the topic.

5. When the teacher has given the go-ahead to the order they have determined, they number
them and, in pairs (on one occasion a couple, and on the next occasion, the other), they are
responsible for passing them clean and making a copy for each team member. To do this they
take turns and, as one writes, the other dictates and sets it to write correctly.

8. The substance

It is a structure similar to the Word Game, appropriate for determining the main ideas—which
is substantial—of a text or unit.

1. The teacher invites each student on a base team to write a sentence about a main idea of a
text or unit.

2. Once each has written his prayer, one of them, following a certain order, teaches his
teammates what he has written and among all argue whether he is well or not, correct or nuance
it, etc. If it is not correct or they consider that it does not correspond to any of the main ideas,
they discard it.
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 3. The same is done with all other summary sentences written by the other team members. As
many rounds are made as necessary until all the ideas, they consider most relevant or
substantial are expressed.

4. In the end, they sort the sentences they have prepared with each other in a logical way and,
from there, make a copy for each team member, therefore have a basic summary of the main
ideas of a text or the unit worked.

9. Couples' work

Within a team of four, they work in pairs (or a couple and a trio, if the team is five members).
But not simultaneously, each doing his own thing, but alternatively: as one dictates, the other
writes; as one reads a paragraph, the other repeats the content in a loud voice; while one reads
the slogan, the other executes the action; as one writes, the other observes that he does it
correctly, and so on.

Throughout the same activity, they change the role in each couple (the one who previously
dictated, now writes; the one who used to execute the action, now reads the slogan, etc.) and
also the pairs change. In this way, within the same team, everyone has the possibility to interact
with everyone, and everyone has the same opportunities to participate.

10. The number

1. The teacher puts a task or activity (answering a few questions or solving problems) to the
entire class. Participants, in their core team, must do the task, using one of the basic structures,
making sure that all their members know how to do it correctly. Each student has a number (for
example, the one that corresponds to them in alphabetical order).

2. Once the time spent in order to solve the task has run out, the teacher draws a random
number from a bag in which there are as many numbers as there are students.

3. The student who has the number that has come out must explain in front of the whole class
the task he has performed or, where appropriate, solve it on the board.

4. If you do it correctly, receive congratulations from the other teams and your base team gets
a reward (one star, one point...), which you can later exchange for some prize.

11. Equal numbers together

1. The teacher assigns a task to the teams, and the members of each team decide (as in the
Pencils structure to the center) how to solve it, perform it and make surethat everyone knows
how to do it.

2. After the intended time, the teacher randomly chooses a number from 1 to 4.

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 Those who have that number on each base computer should go out to each other and perform
the task (make a problem, answer a question, resolve the question, and so on).

3. Those who know how to do so receive some kind of reward (a praise from the teacher, the
applause of all, a point for their team...).

12. One for all

Once students have completed the activity they have done as a team (which they may have done
using one of the basic cooperative structures), the teacher randomly collects a notebook or
exercise book from a team member and corrects it. The grade obtained is the same for all team
members.

When evaluating, the teacher looks at the content of that student's responses and not how they
were presented in the notebook he has used to evaluate the group.

13. Four-way concept map

At the end of a unit, as a final synthesis, each team can develop a conceptual map or a schematic
that summarizes it. The teacher will guide students in deciding among all which sections should
be included.

1. Within each base team, the different parts of the map or schematic will be divided among the
components of the team, so that each student must bring the part that has touched him or her
in class in a single or couples' way from his/her house).

2. They will then pool the part each has prepared, review the coherence of the map or outline
that results, and, if necessary, retouch it before taking it for good.

3. Finally they will make a copy for each, which will serve as a study material.

14. The Sack of Doubts

This structure is especially useful for highlighting the interaction (in this case, in the form of
solidarity or mutual help) that must be in the whole group-class, not just within the same team.

1. Each component of the computer writes on a third of folio (with its name and the name of its
equipment) a doubt that has arisen in the study of a given unit.

2. Then after a few minutes for everyone to have had time to write their doubts, each exposes
it to the rest of their team, so that if someone can answer it, they will.

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 3. If someone knows how to answer it, the student who had it writes the answer in their
notebook. If no one on the team knows how to answer your question, they give it to the teacher,
who will place it inside the "sack of doubt" of the group-class.

4. In the second part of the session, the teacher draws a doubt from the "sack of doubts" and
asks if anyone can solve it. If there is no one who knows, the teacher solves the doubt.

15. Chain of questions

It is a structure suitable for reviewing the unit worked so far and preparing the evaluation; or
simply to make a formative assessment and check the extent to which the objectives envisaged
have been achieved, and to rectify or adjust, if necessary, the programming.

1. For approximately three minutes, each team thinks of a question about the unit or units
studied so far. These are fundamental questions (which they believe might be on an exam) about
issues worked on in class.

2. After three minutes, a team spokesperson asks the next team the question (in a certain order,
for example, clockwise), which answers it.

3. The spokesperson for this team then asks a question to the team below, and so on until the
last team asks the question to the first one who intervened, to which the "question chain" has
begun.

4. After the first round, three more minutes are left to think about new questions, after which a
new chain will start, but in the opposite direction: each team asks the question to the team that
in the first round had asked him the question.

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