Cooperative learning in the classroom.

Learning Intentions: 1. To understand the basic principles of Kagan

Structures .2. To generate some practical ideas for effective

cooperative learning in the classroom.

stand up, hand up, pair up!

What are the pitfalls of

group work?

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Key wordsengagement collaboration accountability differentiation

P Positive Interdependence

I Individual Accountability

E Equal Participation

S Simultaneous Interaction

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Key wordsengagement collaboration accountability differentiation

Another new initiative in T & L

More planning

A bolt-on to schemes of work

Cooperative learning is already happening in our

classrooms. Kagan structures can help teachers facilitate

this more effectively.

Cooperative learning increases the accountability of our pupils and encourages

them to take ownership of their learning rather than

over-relying on their teacher.

It’s not about additional content;

it’s about increasing collaboration,

improving relationships and

raising achievement.

Myth busting

Group work is not collaborative

learning

Clear structures will ensure that all pupils work collaboratively and are accountable

for the outcomes.

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Key wordsengagement collaboration accountability differentiation

No hogs & logsConfidence building

CollaborationInterdependence

Active engagementDeepening understanding

Listening skillsSharing ideas

All students feel valuedTimings are clear = better time-managers

Clear structures and patternsRoutines – for pupils and teachers

Questioning

Benefits?

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Key wordsengagement collaboration accountability differentiation

Grouping effectivelyH HM

LM L

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Review

HOW TO COACH

• Tip

• Tip

• Tell

• Explain

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Round Robin

Teammates take turns in talking.

Active engagement in any part of the lesson.

Every student has opportunity to talk in a non-threatening team environment and learn from teammates’ ideas and opinions.

1. Single RoundRobin

2. Continuous RoundRobin

3. Timed RoundRobin

4. AllWrite RoundRobin

.

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Single RoundRobin

1. Teacher assigns a topic or question.

2. In teams, students respond orally each taking a single turn at responding.

Each teammate gets a turnCould be used for team

buildingCould be used as a verbal

mind map Good for sharing student

work when team mates have a different amount of material to cover such as a written story or poem.

.

What is your

favourite meal?

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Continuous RoundRobin

1. Teacher assigns a topic or question with multiple possible responses.

2. In teams, students respond orally each taking a turn contributing one idea.

3. After all teammates have responded, students respond again contributing another idea. Continuous RoundRobin resumes for multiple turns.

Useful when there are may items and the students are generating an oral list.

.

Name chocolate

bars?

Review

Learning Intentions:1. To understand the basic principles of Kagan.2. To generate some practical ideas for effective cooperative learning in the classroom.

Quiz Quiz Trade

Each person receives a question card:

1. students stand-up, put their hands-up and then pair-up

2. Partner A quizzes.

3. Partner B answers.

4. Partner A coaches or praises.

5. Switch roles.

6. Partners trades cards and raise their hands to find new partners.

7. Repeat steps 1-6 a number of times

Each student has a roleRepetition consolidates knowledge

Coaching improves quality of verbal response

.

• Tip

• Tip

• Tell

• Explain

Review

Centrepiece

1. Creative thinking in a safe environment

2. Students work with others whilst also being responsible for their own portion of the activity.

3. Students can work at a comfortable pace & also provide help to others in the team by coaching where necessary.

.

Centrepiece

Set up –

1. 5 pieces of paper per team of 4 – 1 per person & 1 in the centre.

2. Teacher assigns a topic.

3. Students generate items –

4. Write it, trade it with centrepiece.

5. Goal – to finish all tasks in a collaborative way

Review

Showdown

1. Each student writes his/her answer on his/her individual response board.

2. When everyone in the group is ready, the leader says "Showdown" and team members compare and discuss their answers before final answer is agreed.

Peer support on challenging questionsGroups self-correctLA supported by higher

achieving pupils

YEEE-HAAA!!!!!

Showdown

1. Each student writes his answer on his individual response board.

2. When everyone in the group is ready, the leader says "Showdown" and team members compare and discuss their answers before final answer is agreed.

Peer support on challenging questionsGroups self-correctLA supported by higher

achieving pupils

H HM

LM

L

What can you learn from Elizabeth I’s Rainbow portrait?

Angel Wings

What does

each part of the

portrait mean?

Angel Wings

Eyes and Ears

Flowers and pearls

• 1. The Angel’s wings show a sign of Elizabeth’s heavenly knowledge

• 2. The eyes and ears show that Elizabeth sees and hears everything in her country

• 3. The flowers and the pearls represent youth and purity and that she is still young and fit.

Talking Chips

1. Students are asked to discuss a topic in groups.

2. As each student talks, he/she places his/her chip in the centre of the table(a pen or pencil will work in place of chips).

3. Once a student finishes talking, he/she cannot talk until every other “chip” has been thrown into the centre.

4. If a student doesn’t have anything to share on this particular topic, they can place a chip in the centre at the end.

5. When all chips are down, students retrieve their chips and start over.

• Good for ensuring participation in discussion is equal

Chips can mean different things-

• Red- facts• Yellow- supporting point

• Blue- Challenge point• White- Question

Talking Chips1. Students are asked to discuss a topic in

groups.2. As each student talks, he/she places

his/her chip in the centre of the table (a pen or pencil will work in place of chips).

3. Once a student finishes talking, he/she cannot talk until every other “chip” has been thrown into the centre.

4. If a student doesn’t have anything to share on this particular topic, they can place a chip in the centre at the end.

5. When all chips are down, students retrieve their chips and start over.

Question:

Chips can mean different things-• Red- facts

• Yellow- supporting point• Blue- Challenge point

• White- Question

H HM

LM

L

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