St.

James Academy Rizal AvenueRizal

Extension
Avenue Extension
Malabon City 1470
Malabon City PHONE (02) Malabon
281-1264/City
283-
1470
PAASCU Level II Accredited 3696-98
Basic Education Department FAX (02) 448-3219
PHONE (02) 281-1264/ 283-
_____________________________________________________________________________________________________
3696-98

Cooperative Learning Strategies

Mga Dapat Tandaan:

 ito ay binubuo ng pangkat na may 5 hanggang 6 na miyembro.

 bawat miyembro ng pangkat ay may nakatalagang bilang (miyembro 1 hanggang miyembro 5 o 6)
 gayundin ang bawat miyembro ay may mga nakatalagang tungkulin pinuno, pangalawang pinuno,
kalihim, tagapag-ulat, tagapagpatahimik at tagapag-paalala ng oras (leader, asst. leader, secretary,
reporter, noise stopper and time keeper)
 ang noise stopper at time keeper ay maaaring iisa lang kung ang pangkat ay may 5 miyembro
lamang.
 maaaring gamitin ang puntos sa gawain bilang pagsasanay o pangkatang gawain.

Mga Tungkulin ng Bawat Kasapi:

Pinuno
- tagapangasiwa ng talakayan ng pangkat at ng mga pangkatang Gawain
Pangalawang Pinuno
- siya humahalili kapag liban ang pinuno. Siya rin ang tagapagrekord ng iskor ng pangkat
Kalihim
- tungkulin ng kalihim na itala ang mga pinag-usapan ng pangkat at ang mahahalagang detalye ng mga
gawain ng pangkat.
Tagapag-ulat
- tungkulin naman niyang ibahagi sa klase at ipaliwanag ang natapos na gawain ng pangkat.
Tagapagpatahimik
- tagapangasiwa ng maayos at tahimik na talakayan ng pangkat. Siya rin tagapangasiwa ng mga
kagamitan na gagamitin pangkat. Siya rin ang tagatalaga ng dadalhing kagamitan ng bawat miyembro
ng pangkat.
Tagapag-paalala ng Oras
- siya ang tagapagpaalala ng itinakdang oras ng mga gawain ng pangkat. Siya rin ang nagtatakda ng oras
at araw ng mga gagawin ng pangkat.

PAALALA: Ang noise stopper at time keeper ay maaaring iisa lang kung ang pangkat ay may 5
miyembro lamang.

BALIK ARAL at PAGTATAYA

Round Table
Ang bawat miyembro ng pangkat ay sasagutin ang mga katanungang nakatalaga sa kanila. Kapag
narinig ang hudyat ng guro (bell) ipapasa ng unang miyembro ang sagutang papel sa susunod na
miyembro (Miyembro blg. 2) para sagutan ang susunod na katanungan hanggang sa makasagot na ang
lahat ng miyembro ng pangkat. Sa muling hudyat ng guro ay ibabalik sa mpinuno ng pangkat ang
sagutang papel o white board para sa pagwawasto.

Round Robin
Ang bawat miyembro ng pangkat ay magbabahagi ng kanilang naaalala o natutunan o kaisipan sa
nakalipas o natapos na paksang aralin. Magsisimula kay Miyembro blg. 1 ang pagbabahagi hanggang
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kay Miyembro blg. 5 o 6. Maaaring ipabasa sa mga mag-aaral ang nakahandang powerpoit ng mga
inaasahang kaisipan sa nakalipas o natapos na paksang aralin.

Team Game Tournament: (Balik – Aral, Pagganyak, Pagtataya)

Hatiin ang klase sa pito o walong grupo. Ang bawat pangkat ay pipili ng isang kinatawan na
magsisilbing manlalaro at sa pagkakataong ito ay hindi maaaring magturo ang mga natirang miyembro
ng pangkat. Ang bawat pangkat ay mag-uunahan sa pagtukoy ng mga tamang sagot sa mga
katanungang ibibigay ng guro.

Numbered Heads Together

Bumuo ng pangkat na may tig-aanim na grupo. Bigyan ng bilang ang bawat miyembro ng pangkat
(1 hanggang 6) na siyang gagamitin ng guro sa paligsahan. Ang tatawaging bilang ng miyembro sa
lahat ng pangkat lamang ang tatayo para sumagot samantalang ibang miyembro naman ay maaaring
tulungan ang kanilang kinatawan sa pagsagot.

World Café
Ang bawat miyembro ng pangkat ay magbibigay ng isang pangungusap na maglalarawan sa
kanilang natutunan o kaisipan sa nakalipas o natapos na paksang aralin. Magsisimula ang pagbabahagi
kay Miyembro blg. 1 hanggang kay Miyembro blg. 5 o 6. Kapag narinig ang hudyat ng guro (bell) ay
lilipat ang lahat ng miyembro ng pangkat sa ibang pangkat na nais nilang puntahan upang ibahagi ang
kanilang natutunan maliban sa isa. Ang maiiwan na miyembro ang siyang magbabahagi sa mga
lumipat ng ibinahaging kaisipan ng mga orihinal na miyembro. Gawin ito ng tatlong ulit. Bago
magsimula ay paalalahanan ang mga mag-aaral na lumipat ng grupo ng maayos at tahimik at kung
maaari ay lumipat doon sa pinakamalapit na pangkat.

Pair’s Check
Bigyan ang mga mag-aaral ng pagsasanay o gawain na kanilang sasagutan tungkol sa nakalipas o
natapos na paksang aralin. Indibidwal na sasagutan ito ng mga mag-aaral. Pagkatapos ng pagsagot sa
gawain ay haharapin ng mga mag-aaral ang kanilang kapareha upang pag-usapan ang sagot ng bawat
isa. Maaaring itama o baguhin ng magkapareha ang kanilang mga naging kasagutan at maaari din
namang hindi ito baguhin. Pagkatapos ng talakayan ng magkapareha ay ibabalik na sa dating ayos
ang upuan para sa pagwawasto.

STAD
Bigyan ang mga mag-aaral ng pagsasanay o gawain na kanilang sasagutan tungkol sa nakalipas o
natapos na paksang aralin. Indibidwal na sasagutan ito ng mga mag-aaral. Pagkatapos ng pagsagot sa
gawain ay iwawasto ng mga mag-aaral ang kanilang natapos na gawain. Pagsasama-samahin ng
pinuno ang nakuhang iskor ng bawat kasapi ng pangkat at hahatiin ito (ididivide) sa bilang ng
miyembro ng pangkat (average). Ang puntos (average score) na nakuha ay ang magsisilbing puntos
ng buong pangkat o ng lahat ng miyembro ng pangkat.

Writearound
- Bigyan ang bawat miyembro ng pangkat ng bilang.
- Dudugtungan ng bawat miyembro ng pangkat ang hindi tapos na pahayag tungkol sa nakalipas o
natapos na aralin upang makabuo ng kaisipan.
- Magsisimula ang pagsulat ng kaisipan kay miyembro 1 at ipapasa sa susunod na miyembro hanggang sa
umabot sa pinakahuling miyembro ng pangkat.
- Babasahin ng pinuno o tagapag-ulat ng pangkat ang naging kasagutan ng bawat isa upang magkaroon
ng pagkakataong baguhin, itama o magdagdag.

Tea Party
Bumuo ng dalawang linya na magkaharap o dalawang bilog (concentric circile). Hikayatin ang
mga mag-aaral na magbigay ng kanilang pakahulugan sa kasabihang nabanggit. Maaaring ang unang
magbigay ng sagot ay ang linyang nasa kanan sa linyang nasa kaliwa o ang bilog na nasa labas sa bilog
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na nasa loob kapag narinig ang hudyat ng guro (bell) ay pupunta o lalakad pakanan ang mga mag-
aaral na nasa kanang linya o iikot pakanan ang mga nasa labas na bilog upang magkaroon sila ng mga
panibagong kapareha at sumagot sa mga susunod na tanong (3 - 5 aytem)

Lines-Ups
Maaaring hatiin ang klase ayon sa mga sumusunod buwan ng kapanganakan, paboritong kulay,
alagang hayop, at iba pa upang magsama-sama at pag-usapan ang paksa.

Fan-N-Pick
- Magtalaga ng bilang 1 – 5 o 6 sa bawat miyembro ng angkat.
- Maghanda ng lima hanggang anim na “job card” na naglalaman ng tig-iisang katanungan tungkol sa
paksang aralin.
- Si Miyembro 1 ang siyang hahawak ng mga cards na nakabaligtad at nakaayos ng hugis ng pamaypay.
Siya rin ang magbibigay ng hudyat sa bawat miyembro na kumuha ng isa.
- Si Miyembro 2 o ang susunod na miyembro naman ang bubunot ng card at babasahin ang tanong ng
malakas.
- Na siya namang sasagutin ni Miyembro 3
- Uulitin naman ni Miyembro 4 sa grupo ang sinagot ni Miyembro 3.
- At si miyembro 5 naman ang siyang magsasabi kung tama o mali ang sinagot ni Miyembro 3.
- Magpapalit-palit ng gampanin ang bawat miyembro hanggang sa ang lahat ay makasagot sa mga
tanong.

Showdown
- Mahgtalaga ng isang miyembro sa pangkat na gaganap bilang “Showdown Captain” para sa
pagsisimula ng gawain.
- Bigyan ang bawat pangkat ng kahon o basket na naglalaman ng deck of cards na may nakasulat na
tanong, thinkpad slips (ang bilang ay depende sa bilang ng miyembro sa pangkat)
- Sa unang round ay unang napiling showdown captain ay ilalapag ang unang deck of card ng
nakabaliktad sa gitna ng mesa at ipapassa sa mga miyembro ang thinkingpad slips
- Babaliktarin ng showdown captain ang deck of card at babasahin ng malakas sa grupo ang tanong
(maaaring lagyan ng numero ang deck of cards sa likod)
- Pagkatapos ay indibidwal na sasagutin ng mga miyembro ang tanong sa sariling nilang thinkingpad
slip at babaliktarin nila ito pagkatapos nilang sumagot.
- Sa hudyat ng guro (bell) ay ipapakita na ng mga miyembro ang kanilang sagot. Kapag nakakuha ang
lahat ng miyembro ng pangkat ng tamang sagot ay makakakuha sila ng 5 puntos. Kung hindi naman ay
tutulungan ng showdown captain ang nakakuha ng maling sagot upang maitama ang kanyang sagot. Sa
pagkakataong ito ang pangkat ay tatanggap lamang ng tatlong puntos.
- Ang nasa kanang miyembro ng showdown captain ang siya namang magiging susunod na showdown
captain hanggang sa ang lahat ay maging showdown captain at masagutan ang lahat ng deck of cards.

PAGLALAHAD

Buzz Session
Ang bawat pangkat ay bibigyan ng “job card” na naglalaman ng mga katanungan o paksa na
kanilang pag-uusapan. Sila ay magtutulung-tulong sa pagbuo ng kaisipan o konsepto (brainstorming).
Ibabahagi sa klase ng tagapag-ulat ng bawat pangkat ang kanilang natapos na gawain.

INFONETICS
Bigyan ang bawat pangkat ng magkakatulad na kopya ng impormasyon tungkol sa paksang aralin
at ng “job card” na naglalaman naman ng magkakaibang tanong na sasagutin ng bawat pangkat.
Magtutulungan ang bawat pangkat sa pagsagot ng tanong sa tulong ng sipi ng impormasyon na
kanilang hawak. Kailangang ipasa ng bawat pangkat ang kanilang “job card” sa susunod na pangkat
kapag narinig ang hudyat ng guro (bell) upang masagutan ang lahat ng tanong. Talakayin habang
iwinawasto ang mga naging kasagutan ng bawat pangkat.
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Jigsaw
Hatiin ang klase sa anim na “expertise groups” sa pamamagitan ng pagbilang ng mga mag-aaral
ng isa hanggang anim. Lahat ng mga mag-aaral na may magkakaparehas na bilang ay magsasama-
sama upang pag-aralan at talakayin ang isang paksa na nakatalaga sa kanila. Pagkatapos ng naganap
na talakayan sa “expertise groups” ay babalik sila sa orihinal nilang grupo upang ibahagi naman ang
kanilang nalamang impormasyon mula sa kani-kanilang “expertise groups”.

Cybernetic Session
Bigyan ang bawat pangkat ng magkakatulad na “job card” na naglalaman ng pitong tanong at ng
magkakaibang sipi o kopya ng mga impormasyon tungkol sa paksang aralin at kung saan hahanapin
ng bawat pangkat ang mga sagot sa mga katanungang nasa “job card”. Ang bawat sipi ng
impormasyon ay naglalaman lamang ng isang kasagutan sa bawat tanong. Upang masagutan ang
lahat ng katanungan ay kinakailangang ipasa ng bawat pangkat sa susunod na pangkat ang sipi ng
impormasyon na kanilang hawak kapag narinig ang hudyat ng guro (bell). Talakayin habang
iwinawasto ang mga nagging kasagutan ng bawat pangkat.

Fish Bowl
Ang bawat pangkat ay bubunot sa “fish bowl” ng papel na naglalaman ng paksa na tatalakayain
ng kanilang pangkat. Ang bawat pangkat ay bibigyan ng 3 hanggang 5 minuto upang matapos ang
kanilang gawain. Ibabahagi sa klase ng tagapag-ulat ng bawat pangkat ang kanilang natapos na
gawain

Sixto Talk
Bumuo ng pangkat na may tig-aanim na miyembro. Bigyan ang bawat pangkat ng “job card” na
naglamaman ng gawain na sasagutan o pag-uusapan ng bawat pangkat. Ibabahagi sa klase ng tagapag-
ulat ng bawat pangkat ang kanilang natapos na gawain.

One Team Stray

Ang bawat pangkat ay bibigyan ng “job card” na naglalaman ng mga katanungan o paksa na
kanilang pag-uusapan. Sila ay magtutulung-tulong sa pagbuo ng kaisipan o konsepto (brainstorming).
Isusulat ng kalihim ng bawat pangkat ang kanilang mga naging kasagutan o kaisipan sa isang manila
paper o kartolina o whiteboard. Sa hudyat ng guro (bell) ay tatayo ang dalawang kinatawan ng
pangkat (pinuno at tagapag-ulat) upang umikot sa bawat pangkat upang ibahagi ang kanilang natapos
na gawain. Lilipat lamang ang mga kinatawan mula sa isang grupo papunta sa susunod na grupo
kapag narinig ang hudyat ng guro. Pagkatapos na maikot ang lahat ng grupo ng mga kinatawan ay
babalik sila sa kanilang orihinal na pangkat. Sa pagkakataong ito ang mga naiwang miyembro ay
ibabahagi sa kanilang mga kinatawan ang kanilang mga natutunan mula sa mga kinatawan ng mga
pangkat na nagtalakay ng kanilang mga natapos na gawain.

Communal Writing
Ang bawat pangkat magtatala ng mga pangungusap o kaisipan tungkol sa paksang aralin.

Tea Party
Bumuo ng dalawang linya na magkaharap o dalawang bilog (concentric circile). Hikayatin ang
mga mag-aaral na magbigay ng kanilang pakahulugan sa kasabihang nabanggit. Maaaring ang unang
magbigay ng sagot ay ang linyang nasa kanan sa linyang nasa kaliwa o ang bilog na nasa labas sa bilog
na nasa loob kapag narinig ang hudyat ng guro (bell) ay pupunta o lalakad pakanan ang mga mag-
aaral na nasa kanang linya o iikot pakanan ang mga nasa labas na bilog upang magkaroon sila ng mga
panibagong kapareha at sumagot sa mga susunod na tanong (3 - 5 aytem)

People Hunt
- Magbibigay ang guro ng tatlo hanggang limang tanong o paksa na kanilang sasagutin.
- Sasagutin ito ng mga mag-aaral sa pamamagitan ng pag-ikot sa loob ng silid upang humingi ng tulong sa
kanilang napiling kamag-aral.
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- Ang nilapitang mag-aaral ay maaari lamang sumagot ng isang katanungan at pagkatapos nito ay
kanyang lalagdaan ang bilang na nasagutan bilang katibayan.
- Muling iikot ang mag-aaral upang humanap ng tutulong sa kanya hanggang sa masagutan na ang lahat
ng katanungan.
- Pagkatapos ay babalik na ang mag-aaral sa kaniyang upuan.

Lines-Ups
Maaaring hatiin ang klase ayon sa mga sumusunod buwan ng kapanganakan, paboritong kulay,
alagang hayop, at iba pa upang magsama-sama at pag-usapan ang paksa.

Stir-the-Class
- Hatiin ang klase sa 6 hanggang 7 grupo na binubuo ng anim na miyembro.
- Patayuin at papilahin ng isang linya ang bawat miyembro ng pangkat (side to side) na nakaharap sa
guro.
- Magbibigay ang guro ng sitwasyon na pag-uusapan ng bawat pangkat.
- Pagkatapos ay magkukumpul-kumpol ang mga miyembro ng pangkat at ilalagay ang mga kamay sa
balikat ng bawat isa (katulad ng ginagawa ng mga manlalaro sa football) upang pag-usapan ang
kanilang sagot sa paksa. Kapag tapos ng magtalakay at handa ng magbahagi ang bawat pangkat ay
babalik na sila dating ayos.
- Kapag nakabalik na sa dating ayos ang bawat pangkat ay tumawag ng tatlong miyembro (ayon sa
kanilang bilang) at sabihing humakbang ng isa papunta sa harap, humarap sa kanan at maghiwa-
hiwalay at pumunta sa tatlong magkakaibang pangkat.
- Kapag iyong nagustuhan ang ibinahagi ng isa sa mga miyembro ay tapikin siya sa balikat o sa likod
bilang pagpapakita ng iyong pagpapahalaga sa kanyang sagot.
- Maaari itong gawin ng tatlong ulit.

Carousel Feedback
- Tatayo ang bawat pangkat sa unahan ng kanilang natapos na gawain
- Ang bawat pangkat ay iikot mula sa isang pangkat papunta sa isa pang pangkat upang magbigay ng
kanilang komento o pahayag tungkol sa kanilang natapos na gawain.
- Magtatalaga ang pinuno ng bawat pangkat ng kalihim (secretary) upang itala ang naging komento o
reaksyon ng kanilang pangkat sa proyekto ng iba pang pangkat.
- Dapat ay may magkakaibang kalihim na itatalaga sa bawat pag-ikot na gagawin.
- Ang pag-ikot sa susunod na pangkat ay gagawin lamang kapag narinig ang hudyat ng guro (bell).
- Matapos na mapuntahan ang lahat ng pangkat ay bibigyan ng 3 – 5 minuto ang bawat pangkat upang
talakayin ang naitalang komento o reaksyon ng mga kalihim.

PAGPAPAHALAGA / PAGLALAHAT

Dyad
Maghaharap-harap ang bawat pares ng mga mag-aaral upang magbahagi ng kanilang kasipan o
ng kanilang reaksyon tungkol sa paksa o paksang aralin. Pagkatapos ng 2 hanggang 3 minuto ay
ibabalik
sa dating ayos ang upuan. Tatawag ang guro ng ilang mag-aaral upang ibahagi sa klase ang napag-
usapan ng magkapareha.

Trio Talk
Ang tatlong mag-aaral ay maghaharap-harap upang magbahagi ng kanilang kasipan o ng kanilang
reaksyon tungkol sa paksa o paksang aralin. Pagkatapos ng 2 hanggang 3 minuto ay ibabalik sa dating
ayos ang upuan. Tatawag ang guro ng ilang mag-aaral upang ibahagi sa klase ang kanilang napag-
usapan.

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Quinto Talk
Ang limang mag-aaral ay maghaharap-harap upang magbahagi ng kanilang kaisipan o ng kanilang
reaksyon tungkol sa paksa o paksang aralin. Pagkatapos ng 2 hanggang 3 minuto ay ibabalik sa dating
ayos ang upuan. Tatawag ang guro ng ilang mag-aaral upang ibahagi sa klase ang kanilang napag-
usapan.

Think Pair Share

Hatiin ang bawat pares ng mga mag-aaral sa dalawa, si Member A at si Member B. Sa
istratehiyang ito si Member A ang unang magbabahagi ng kaniyang kasipan o ng kaniyang reaksyon
tungkol sa paksa o paksang aralin samantalang sa Miyembro B naman ay magsisilbing tagapakinig.
Pagkatapos ng 1 hanggang 2 minuto ay patutunugin ng guro ang bell, sa pagkakataong ito si
Miyembro B naman ang magbabahagi ng kaniyang kasipan o ng kaniyang reaksyon tungkol sa paksa
o paksang aralin samantalang sa Miyembro A naman ay magsisilbing tagapakinig. Sa hudyat ng guro
(bell) ay ibabalik ng mga mag-aaral sa dating ayos ang upuan. Tatawag ang guro ng ilang mag-aaral
upang ibahagi sa klase ang kanilang napag-usapan. Ang ibabahagi ng mag-aaral na tatawagin ng guro
ay ang ibinahagi sa kanya ng kanyang kapareha.

Turn To Your Partner

Sa hudyat ng guro (bell) ay hahanap ang mga mag-aaral ng kanilang kapareha upang magbahagi
ng kanilang kasipan o ng kanilang reaksyon tungkol sa paksa o paksang aralin. Pagkatapos ng 2
hanggang 3 minuto ay ibabalik ang mga mag-aaral sa kanilang mga upuan. sa dating ayos ang upuan.
Tatawag ang guro ng ilang mag-aaral upang ibahagi sa klase ang napag-usapan ng magkapareha.

Lines-Ups
Maaaring hatiin ang klase ayon sa mga sumusunod buwan ng kapanganakan, paboritong kulay,
alagang hayop, at iba pa upang magsama-sama at pag-usapan ang paksa.

Mga Istratehiya Para sa Paglalahat

1. Punan ang bawat patlang upang makabuo ng wastong kaisipan tungkol sa natapos na aralin.
Hal. Ang NCR o _____ ay kilala din bilang _____. Ito ay binubuo ng _____ na lungsod at _____ na
bayan.

2. Gamit ang blangkong balangkas ay susubukin ng mga mag-aaral na magbigay ng mahahalagang salita
o parirala tungkol sa natapos na aralin. Gamit ang mga salitang nasa balangkas ay tutulungan ng guro
ang mga mag-aaral na bumuo ng isang pangungusap para sa kaisipan.

PAKSA

3. Hikayatin ang mga mag-aaral na magbigay ng mahahalagang salita o parirala na kanilang naaalala
tungkol sa natapos na aralin para sa kaisipan. Itala ito sa pisara. Mula o gamit ang mga naitalang salita
ay hikayatin at gabayan ang mga mag-aaral na bumuo ng isang kaisipan tungkol sa natapos na aralin.

4. Dudugtungan ng mga mag-aaral ang hindi tapos na pahayag o pangungusap upang makabuo ng
kaisipan mula sa natapos aralin.
Hal. Ang Pilipinas ay . . .

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5. Ipakita sa mga mag-aaral ang mga nakalimbag na salitang may kinalaman sa natapos na paksang
aralin. Mula sa mga salitang ito ay hikayatin ang mga mag-aaral na bumuo ng kaisipan o konsepto
tungkol sa natapos na paksang aralin.

6. Ipakita sa mga mag-aaral ang 3-2-1 Chart. Hikayatin ang mga mag-aaral o ang bawat pangkat na
kumpletuhin ang tsart.

7. Exit Ticket
Bibigyan ang bawat pangkat ng exit ticket na pagtutulungan nilang gawin sa loob ng 2 hanggang 3
minuto.

EXIT TICKET
Ngayong araw na ito ay aming natutunan na . . .
______________________________________________________
____________________________________________________

Pagkauwi namin ng aming bahay ang una naming ibabahagi sa

aming mga magulang tungkol sa paksang aming tinalakay ay . . .
______________________________________________________
____________________________________________________

EXIT TICKET
Ngayong araw ay aming natutunan tungkol sa paksang
tinalakay ay . . .
______________________________________________________
______________________________________________________
______________________________________________________
Sa susunod na araw ay kinakailangan naming . . .
______________________________________________________
______________________________________________________
______________________________________________________

EXIT TICKET
Ang unang bagay na aming ibabahagi sa aming magulang
pagkauwi ng aming mga bahay hinggil sa aming natutunan sa
paksang tinalakay ay . . .
______________________________________________________
______________________________________________________
______________________________________________________

8. Synthesis Journal
Hikayatin ang mga mag-aaral na ibahagi ang kanilang mga kaisipan na natutunan sa natapos na
paksang aralin sa pamamagitan nito.

Ano ang aking natutunan Paano ko ito magagamit

1.
2.

9. Maaari ring itanong sa mga mag-aaral na:

Anu-ano ang mahahalagang bagay na inyong natutunan ngayong araw na ito tungkol sa ating natapos
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 na aralin?
Huwag kalimutang itala sa pisara ang mga ibinahagi ng mga mag-aaral.

3 Bagay na Aking Natutunan

1.
2.
3.
2 Bagay na Nagbigay ng Interes sa Akin
1.
2.
1 Bagay na Nais Kong Ibahagi / Itanong
1.

10. Shout-outs!
Hikayatin ang mga mag-aaral na ibahagi ang kanilang mga kaisipan na natutunan sa natapos na
paksang aralin sa pamamagitan nito.

LIKE (Nugustuhan sa Paksang Aralin): _________________________

DISLIKE (Hindi Ko Nugustuhan sa Paksang Aralin) : _____________
SHARE (Nais Kong Ibahagi sa Paksang Aralin) : ______________
COMMENT (Komento sa Paksang Aralin) : __________________

11. “Emoticons”
Ilalahad ng mga mag-aaral ang kanilang nararamdaman tungkol sa natapos na aralin

C.N.:_____
Pangalan:___________________________________
_
Baitang at
Pangkat:____________________________
Ano ang iyong natutunan sa paksang ating tinalakay?
____________________________________________
____________________________________________
____________________________________________
Ano ang iyong nararamdaman tungkol sa paksang
ating tinalakay?

Bakit?
____________________________________________
____________________________________________

12. ”K-W-L Chart”

8
 Magtutulungan ang bawat pangkat sa paglalahad ng mga kaisipan na kanilang natutunan tungkol
sa natapos na aralin sa pamamagitan ng ”K-W-L Chart”

KNOW WANT LEARN

(Alam na Tungkol sa Paksa) (Nais Malaman sa Paksa) (Natutunan Tungkol sa
Paksa)

13. ”My Cup of Tea”

Ibabahagi bawat pangka ang kanilang mga natutunan sa natapos na aralin sa pamamagitan ng
My Cup of Tea
”MY CUP OF TEA”
Ano sa ating paksang aralin ngayong Ano sa ating paksang aralin ngayong
araw na ito ang maituturing ninyong Your araw na ito ang maituturing ninyong NOT
Cup of Tea (nagustuhan)? Bakit? Your Cup of Tea (di-nagustuhan)? Bakit?
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

14. “1, 2, 3. . . Out the Door! Exit Ticket ”

Pagtutulungan ng bawat pangkat na kumpletuhin ang 1, 2, 3. . . Out the Door! Exit Ticket na nasa
Ibaba.

“1, 2, 3. . . OUT THE DOOR! EXIT TICKET ”

1. Ano sa inyong palagay ang pangunahing layunin ng ating paksang

tinalakay ngayong araw na ito?
_______________________________________________________
_______________________________________________________
__
2. Magbigay ng isang bagong bagay na iyong natutunan sa ating
paksang tinalakay?
_______________________________________________________
_______________________________________________________
__
3. Magtala ng isang katanungan tungkol sa paksang tinalakay ang
nais mong masagot?
_______________________________________________________
_______________________________________________________
__

15. ”Summary of What I Learned Today”

Pagtutulungan ng bawat pangkat na ibuod ang kanilang natutunan tungkol sa paksang tinalakay sa
pamamagitan ng Summary of What I Learned Today. Tatawag ng ilang pangkat upang ilahad ng
kanilang kinatawan ang natapos nilang gawain.

9
 SUMMARY OF WHAT I LEARNED TODAY
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

16. ”Show Me Your Fingers”

Ilalahad ng bawat pangkat ang antas ng kanilang pagkaunawa sa natapos na aralin sa pamamagitan
ng Show Me Your Fingers.

Kulayan ang bilang ng mga daliri ng kamay na nasa ibaba ayon

sa antas ng iyong pagkaunawa sa paksang ating tinalakay. Ipaliwanag
sa mga nakalaang patlang sa bahaging kanan ang dahilan ng dami ng
daliri na iyong kinulayan.

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

10
 St. James Academy Rizal AvenueRizal
Extension
Avenue Extension
Malabon City 1470
Malabon City PHONE (02) Malabon
281-1264/City
283-
1470
PAASCU Level II Accredited 3696-98
Basic Education Department FAX (02) 448-3219
PHONE (02) 281-1264/ 283-
_____________________________________________________________________________________________________
3696-98

Cooperative Learning Strategies

Things to remember:
• it is a face to face interaction of members
• form groups with 5 to 6 members
• assign task to each member (leader or captain, assistant leader or asst. captain, secretary or recorder,
reporter or presenter, time keeper, noise stopper or material manager)
• assign number to members

REVIEW / EVALUATION
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.

Round Table
Present a category (such as words that begin with "b"). Have students take turns writing one
word at a time.

Blind Sequencing (teambuilding, thinking)

Teams work to sequence cards in their proper order, but there is a catch – each student holds
his or her own cards, and no one else can see what is on them.
a. One student on a team will be the dealer. He equally distributes cards among team members face
down making sure no one can see what’s on the cards.
b. Students mark the back of their cards with initials, a number, letter or geometric shape to identify
them as their cards.
c. In turn, each student describes his or her cards as well as possible to teammates in an attempt to
make it easy for the team to sequence the cards.
d. After all the cards have been described, the team works together to put the cards in the proper
order. Students sequence their cards face down on the table. No card is set on the table unless all
teammates agree. If the team gets stuck, only the original card holder can peek at the card and
describe it to the team.
e. Once the team thinks they have properly sequenced the cards, they flip over the cars and check to
see how they did. If the sequence is correct, they celebrate with a team cheer. If the sequence is
incorrect, they correct it and discuss what went wrong and how they could do better next time.

Formations (teambuilding)
This activity might be particularly appealing students with bodily/kinesthetic intelligence.
a. The teacher announces a “formation” and the ground rules to all teams.
b. Each team puts their heads together to discuss how they will form the shape, letter, number, etc.,
making sure they follow the ground rules, involve everyone in their team, and use only their bodies to
form the shape.

11
c. The team then creates the formation.

**Try with alphabet letters, nature shapes, polygons, road signs, or household objects.

Mix Freeze Group (classbuilding, mastery)

Students rush to form groups of a specific size, hoping not to land in “Lost and Found.”
a. Students mix around the room.
b. Teacher calls, “Freeze!”
c. Students freeze
d. Teacher asks a question to which the answer is a number or corresponds to a key with a number.
(Examples: How many planets are there in our solar system? What direction is Washington from
California? Key: North=2, South=3, East=4, West=5)
e. Students group according to the number and kneel down.
f. Students not in groups go to the Lost and Found.

**Optional: Once students know the game, students in Lost and Found may be the ones to generate And
ask the question. After they ask the question, they rush to join a group.

Numbered Heads Together (mastery, thinking)

Teammates work together to ensure all members understand; one is randomly selected to be
held accountable.
a. Students count off numbers in their groups.
b. Teacher poses a problem and gives wait time (Example: “Everyone think about how rainbows are
formed. [Pause] Now make sure everyone in your team knows how rainbows are formed.”)
c. Students lift up from their chairs to put their heads together, discuss and teach.
d. Students sit down when everyone knows the answer or has something to share or when time is up.
e. Teacher calls a number. The student with that number from each team answers question individually,
using:
- Response cards
- chalkboard response
- manipulatives
- slate share

Pairs Check (mastery, communication)

In pairs, student stake turns solving problems. After every two problems, they check answers and
celebrate with another pair.
a. In teams, shoulder partners are formed. Partner A in each pair does the first problem, talking out
loud. Partner B watches and coaches. Partner B praises.
b. Trade roles: partner B does the next problem. Partner A watches, coaches, and praises.
c. Pairs check with their eyeball partners after every two problems. Teammates coach and correct if
needed.
d. The team celebrates after reaching agreement on the two problems.

Pairs Compare (teambuilding, mastery, thinking)

Pairs generate multiple responses to a question, then compare their answers with another pair,
and then team up to create additional solutions.
a. Teacher provides topic or question.
b. With their shoulder partners, students RallyTable ideas or answers.
c. Teacher calls time.
d. Pairs pair up with another pair.
e. Partner A in Pair One shares; Partner A in Pair Two adds the item to the list, or if it is already listed,
checks it off.
f. Partner B in Pair One shares; Partner B in Pair Two adds or checks off the item.
12
g. Partner A in Pair Two shares; Partner A in Pair One adds or checks off item.
h. Partner B in Pair Two shares; Partner B in Pair One adds or checks off item.
i. Steps 5 through 8 are repeated until all items are shared.

**Team Challenge: As a team, student RoundTable adding more additional ideas or answers.
RoundTable (teambuilding, mastery, thinking, communication, information sharing)
In teams, students take turns generating written responses, solving problems, or making a
contribution to the team project.
a. Students sit in teams of four.
b. Each student takes a turn drawing, pasting, or writing one answer to a query, as a paper and
pencil (or paste) are passed around the group.

**Works well for assessing prior knowledge, practicing skills, ecalling information, and creating
cooperative art.
*Rotating recorder: Students take turns recording each student’s response.

Snowball (mastery)
Students will have fun locating the answers to questions after tossing wads of paper across the
room.
a. Half the students in the class receive questions to answer or terms to define written on a colored
sheet of paper. The other half of the students receives answers to the questions or a definition for
a vocabulary term written on a different color of paper.
b. All students with the same color of paper line up and face the others who have a different color.
c. The teacher draws an imaginary line down the center and instructs the students to wad up them
papers and toss them over the imaginary line.
d. Each student collects one of the snowballs that falls on their side of the line and then tries to find the
student who is holding the match.
e. Students pair up, check their paring with the teacher, and reform into two lines to repeat.

Spend-A-Buck (communication skills)

This structure might work well for selection of a team name, logo, or topic for a project!
a. Each student will have four quarters (or chips) to spend on two, three, or four items.
b. The item with the most quarters is the team choice. Spin-N-Review (mastery, communication) Set-up:
Each team receives review questions.

Spin-N-Review gameboard, and game marker.

a. Teacher selects a spin master.
b. Turn captain moves marker to “Who asks the question?” and spins. The selected student reads a
question to teammates.
c. Turn captain moves marker to “think time”,” directs teammates to think about their answers and
silently counts five seconds, showing the count on his/her fingers.
d. Turn captain moves marker to “Who answers the question?” and spins. The selected student
answers.
e. Turn captain moves the marker to “think time” and silently counts out five seconds as students
think about the answer given.
f. Turn captain moves the marker to “Who checks the answer?” and spins. The selected students
leads the team in checking for correctness.
g. Turn captain moves the marker to “think time” and silently counts out five seconds as students
think about how to help or praise.
h. Turn captain moves the marker to “Who praises or helps?” and spins. The selected student leads the
team in helping or praising the student who answered.
i. Turn Captain passes the spinner clockwise one person. The process repeats starting with step 2.

Showdown (teambuilding, mastery)

13
 This activity can be used to check for mastery of concepts and skills, as a review before a quiz or
test, or to assess student skills.
a. The teacher distributes materials to each group: a deck of question cards, one small basket and
thinkpad slips (small slips of colored paper) for each team member to each group.

b. The teacher selects one student in each group to be the Showdown Captain for the first round and
asks him/her to turn the question cards facedown in the center of the group’s table and pass the
thinkpad slips to each team member.
c. The teacher explains that the Showdown Captain will turn over the card with the first question
(cards can be numbered on back) and read it aloud for all team members. Then each team
member will answer the question individually on their thinkpad slips and turn their answers
facedown on the table in front of them.
d. When the teacher gives the Showdown signal, all team members will reveal their responses at
once. If all are correct, the team will get 5 team points. If not, the team will coach their team
members to correct their answers and will then receive one team point.
e. Team members will celebrate.
f. The student at the left of the Showdown Captain will become Showdown Captain for the next
round.
g. Repeat from step 2 for each round.

MOTIVATION

Line-Ups (class building)

Students discover that they each occupy a unique position in the class, and the class can see at a
glance where everyone stands.
a. Teacher describes how students should line up (e.g. alphabetically by first name, by birth date,
shortest to tallest)
b. Students must find out where they stand relative to classmates.
c. Students may talk to a partner next to them to share how they feel about their position in the line-up.
“How do you feel about your name?” “What do you wish your name could be?”
d. The teacher may then call for a different line-up.

Who Am I (class building)

Students wonder who they are. They mingle about the classroom questioning classmates about
their hidden identity.
a. Each student receives a secret identity taped to their back by the teacher. The identity may be an
illustration, picture of a famous person, quotation, math problem or proof, vocabulary word, or a
significant event.
b. Students must wander around the room asking yes/no questions of their classmates to determine
their secret identity. Each student that is asked a question must sign the student’s identity page.
(Optional: Teachers can provide a set of interview questions that students may ask.)
c. Teachers may limit the number of questions that can be asked or the time provided to discover one’s
identity.

Stand Up, Hand Up, Pair Up (class building)

A class building activity that can be used to motivate, activate prior knowledge, close a lesson or
group of lessons, review previously learned material, and to have fun.
a. All students stand up and put their hands up.
b. Students mingle, mix, practiced meeting and greeting, and find a partner.
c. Students sit and put their hands down.
d. Teacher assigns and defines the task.
e. Students are given “think time.”
f. Pairs of students complete the task.
- Timed Pair Share
14
 - Rally Robin Responses
g. Teacher randomly calls on groups to report.
h. Students thank their partners and depart.
i. Repeat as many times as needed.

PRESENTATION OF THE LESSON

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.

Brainstorming (teambuilding, thinking)

Each student is given a special role and contributes to the team’s “storm” of ideas.
a. Teacher assigns roles
- Speed sergeant – encourages speed
- Sultan of silly – encourages silly ideas too
- Synergy guru – encourages teammates to build on other ideas too.
- Sergeant support – encourages all ideas, suspends judgement
- One student will also serve as secretary and record each idea on a slip of paper (can be in addition
to another role).
b. Teacher announces a topic which prompts students to generate creative ideas. A prompt should
have no right or wrong answers; it should be open-ended enough for students to come up with
loads of creative ideas. “Your team needs to raise $100 for a trip to the museum. Think of all the
things you can do to raise the money.”
c. In teams, students generate ideas. Remind them of their roles. The secretary is not to stack or hold
the slips of paper but to lay them out for the team to see.

**Alternative: Thinkpad brainstorming – No roles. Students generate items on thinkpad slips,

announcing them to teammates and placing them in the center of the table.

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.

Carousel Feedback (communication skills, information sharing)

Teams rotate from project to project to give feedback to other teams.
a. Teams stand in front of their own projects.
b. Teams rotate clockwise to the next project.
c. For a specified time, teams discuss their reactions to the other team’s project – no writing at this time.
d. Person #1 records feedback on feedback form.
e. Teacher calls time.
f. Teams rotate, observe, discuss, and give feedback on next project. A new recorder is selected each
round.
g. Teams continue until each team rotates back to its own project or until the teacher calls time.
h. Teams review the feedback they received from the other teams.

Corners

15
 Students move to different corners of the room, depending on their point of view. This activity
may help them see that not everyone shares the same point of view, and it may stretch their own way of
thinking.
a. The teacher announces “corners.” Then she announces the choices for each corner of the room.
“If you were to be a doctor, which specific profession would you choose: cardiologist, psychiatrist,
dermatologist, or pediatrician?”
b. Students are then given a small amount of silent think time to make a choice. They will write the
name of their corner on a piece of paper but should not discuss it with anyone else.
c. Teacher tells students to go to their chosen corners. Once they are in their corner, they must find
a partner to talk with – someone not on their regular team.
d. Pairs will then discuss the reason(s) for their choice. Teacher will then select a few students from
each corner to share what his or her partner shared.

Fan-N-Pick (teambuilding, mastery, thinking, communication)

Students play a card game to respond to questions.
a. Student 1 holds question cards in a fan and says, “Pick a card, any card!”
b. Student 2 picks a card, reads the question out loud and allows five seconds of think time.
c. Student 3 answers the question.
d. Student 4 restates the answer.
- For right or wrong answers, Student 4 checks and then either praises or coaches.
- For higher-level thinking questions which have no right or wrong answer, Student 4 does not check
for correctness, but praises and paraphrases the thinking that went into the answer.
e. Students rotate roles one clockwise for each new round.

Find My Rule (thinking, class building)

A great strategy for encouraging logical thinking and inductive/deductive reasoning. This activity
works well for introducing a new unit, grouping students randomly for cooperative learning, and for
developing problem-solving and categorizing skills.
a. Teacher prepares identity cards, related to an overall theme and to each other by a “rule” (one per
student).
b. Teacher announces that students will need to form groups of a given size by circulating throughout
the room to locate students wh have identity cards that are connected or related to their own by
some commonality or “rule.”
c. Teacher gives an example and checks for understanding.
d. Teacher passes an envelope containing all identity cards around the classroom.
e. Students take one card each and circulate around the room to try and find others who have identity
cards that are related to theirs.
f. Once all members of the group have been found, the group will find a place to sit together.
g. Group members will articulate the rule that connects all their identities and will try to guess the
theme to which all the groups are connected.

Inside-Outside Circle (class building, mastery, thinking, information sharing)

In concentric circles, students rotate to face new partners and answer questions.
a. Students stand in two concentric circles, facing a partner. The inside circle faces out; the outside
circle faces in.
b. Students use flash cards to ask questions of their partner, or they may take turns responding to a
teacher question(s).
c. Partners switch roles: outside circle students ask, listen, then praise or coach.
d. After each question or set of questions, students in the outer or inner circle rotate to the next
partner. (Teacher may call rotation numbers: “Rotate three ahead.”)

Jigsaw (interdependence, status, equalization)

This is a great way for students to feel like experts and share information about what they know!
a. Each student on the team becomes an “expert” on one topic by working and sharing with members
16
 from other teams assigned the corresponding expert topic.
b. Upon returning to their teams, each one in turn teaches the group about his/her expert topic. Works
well for acquisition and presentation of new material and review.

One Stray (information sharing, mastery, thinking)

One teammate strays from his or her team to a new team to share information or projects.
a. Students are seated in their teams and share information on a topic.
b. Student One stands up. The remaining three teammates remain seated but raise their hands.
c. Teacher calls stray.
d. Student One strays to a team which has their hands up.
e. Teams lower their hands when a new member joins them.
f. Students work in their new teams to share information tested or to solve problems.

People Hunt (mastery, thinking)

This activity has the added advantage of socialization!
a. Students receive a list of statements or questions to answer or complete about a topic.
b. Students circulate in the classroom trying to find classmates who can help them answer a question
or complete a statement on their sheet. Other students may answer and sign their names only once
on another student’s sheet.
c. The students hurry to see who can be first to find answers for the questions or complete the
statements.
d. After the people hunt, the teacher will process and debrief the information.

Similarity Groups (classbuilding)

Students move about the room forming groups based on similarities. The will discover hidden
qualities of their classmates that are similar to their own.
a. Teacher announces a topic on which students might group. Guide students’ thinking by providing
imagery about the topic. “Think about your favorite food (long pause). Think about the last time you
had your favorite food (pause again). Write down your favorite food.”
b. Student get up and move about the class, grouping with those who have a similar response. “Group
with students who like the same or similar food.”

c. Have students break into pairs to discuss their similarity groups and what they like most about
their favorite food. They must not pair up with someone on the same team.

Simultaneous RoundTable (teambuilding, mastery, thinking, communication, information sharing)

In teams, students simultaneously generate responses, then pass their list or product clockwise
so each teammate can add to the prior responses.
a. Teacher assigns a topic or question.
b. All four students respond simultaneously by writing or drawing.
c. Teacher signals time, or students place papers/pens down thumbs up when done with the
problem.
d. Students pass papers one person clockwise.
e. Students continue writing or drawing, adding to what was already on the paper.
f. Continue, starting at step 3.

**Alternative: Students may build their responses with manipulatives rather than draw or write.

Who Am I (class building)

Students wonder who they are. They mingle about the classroom questioning classmates about
their hidden identity.
a. Each student receives a secret identity taped to their back by the teacher. The identity may be an
illustration, picture of a famous person, quotation, math problem or proof, vocabulary word, or a
significant event.
17
b. Students must wander around the room asking yes/no questions of their classmates to determine
their secret identity. Each student that is asked a question must sign the student’s identity page.
(Optional: Teachers can provide a set of interview questions that students may ask.)
c. Teachers may limit the number of questions that can be asked or the time provided to discover one’s
identity.

VALUING

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.

Find the Fiction (teambuilding, mastery, thinking)

Students pick out the fictitious statement from a set of three statements.
a. Teammates write 3 statements: two true, one false.
b. One student on each team stands, then reads his or her statements to teammates.
c. Without consulting teammates, each student writes down his or her own best guess as to which
statement is false.
d. Teammates discuss and reach consensus on their “best guess.”
e. Teammates announce their guess. 4
f. The standing student announces the false statement.
g. Students celebrate: If the team guessed correctly, the standing student claps for teammates. If the
Team was stumped and didn’t guess correctly, teammates clap for the standing student.
h. The next teammate stands to share. The process is repeated from Step 2.

Rally Robin (mastery, thinking, communication)

In pairs, students alternate generating oral responses.
a. Teacher poses a problem to which there are multiple possible responses or solutions.
b. In pairs, students take turns stating responses or solutions orally.

Rally Table (mastery, thinking, communication)

In pairs, students alternate generating written responses or solving problems.
a. Cooperative teams are given one piece of paper and one pen or pencil.
b. Teacher poses a problem or provides a task to which there are multiple possible answers, steps, or
procedures.
c. The teacher provides an example and checks for understanding. A time limit is set.
d. The teacher selects a student to begin in each team.
e. Students quickly write their word or phrase and pass their paper to the team member on the left.
f. The paper continues to go around and around the table as each student adds to the team’s list.
g. The teacher calls time. All pencils/pens are placed on the team table.
h. The teams take turns sharing their responses with the rest of the class.
i. Students celebrate their success.

Think-pair-share (thinking, communication, information sharing)

a. Students think to themselves or write on a topic or question, preferably one demanding analysis,
evaluation, or synthesis, provided by the teacher.
b. After 30 seconds, students turn to partners and share their responses, thus allowing time for both
rehearsal and immediate feedback on their ideas.
c. Then they share their thoughts with the class. Through this structure, all students have an
opportunity to learn by reflection and by verbalization.
18
** This works well for generating and revising hypotheses, inductive reasoning, deductive reasoning,
application.

DISCUSSION
Talking Chips (communication skills)
This activity equalizes the opportunity for participation. It also helps the teacher to monitor
individual accountability.
a. Students are asked to discuss a topic in groups.
b. As each student talks, he/she places his/her chip in the center of the table (a pen or pencil will work in
place of chips).
c. Once a student finishes talking, he/she cannot talk until every other “chip” has been tossed into the
center. If a student doesn’t have anything to share on this particular topic, they can place a chip in the
center at the end.
d. When all chips are down, students retrieve their chips and start over.

Stir-the-Class (class building)

The classroom develops a supportive atmosphere as students move from one huddle to another,
sharing ideas, congratulating each other, and building new ideas.
a. Students stand in groups of four. Groups stand in a circle around the classroom.
b. In each group, the students stand side-by-side in a line, facing the teacher in the middle of the circle.
c. The teacher asks a question or presents a problem. “What are some possible themes for our class
party? Be prepared to explain why.”
d. Students turn to face each other with hands on each others shoulders, as in a football huddle.
Unhuddle and form a line when you are ready to share.”
e. When groups are all ready, call a number and ask the students with that number to take a step
forward. Then have those students rotate to a new group. “All threes take a step forward, turn
right, and rotate three ahead to join a new group.”
f. Have new group members huddle again with their new group and share their ideas. If students like the
new member’s ideas, they must give him a pat on the back to show appreciation.
g. Then, students will unhuddle and wait for a new question to discuss.

SYNTHESIS

Three-step interview (participation, listening, teambuilding, thinking, communication, information

sharing)
a. Students interview each other in pairs, first one way, then the other.
b. Students share with the group information they learned in the interview. It may be hypotheses,
reactions to a poem or other reading, conclusions from a unit.

19