Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
ST CENTURY
LEARNING
COOPERATIVE
LEARNING
STRUCTURES
2016
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TABLE OF CONTENTS
1. Carausel Feedback . 3
2. Fan-N-Pick. 3
3. Flashcard Game 4
4. Inside-Outside Circle 4
5. Find Someone Who. 5
6. Find-the-Fiction. 5
7. Jot Thoughts.. 6
8. Match Mine 6
9. Think-Pair-Share.. 6
10. Mix-Freeze-Group 7
11. Mix-Pair-Share.. 7
12. Numbered Heads Together. 8
13. One Stray.. 9
14. Pairs Compare. 9
15. Poems for Two Voices 10
16. Quiz-Quiz-Trade. 10
17. Round Table & Rally Table 11
18. Simultaneous Round Table 11
19. Round Robin & Rally Robin 12
20. Stand Up-Hand Up-Pair Up 13
21. Talking Chips. 13
22. Team Stand-N-Share.. 14
23. Timed Pair Share. 14
24. Gallery Walk.. 15
25. One Stays Three Stray 15
26. Hot Seat. 16
27. Jigsaw 16
28. Word Wall......................................................................................... 17
29. List-O-Mania.. 17
30. Two Stars & A Wish.. 18
31. Table Cloth / Combo Mat. 18
1. CARAUSEL FEEDBACK
Teams rotate from project to project to leave feedback for other teams.
Setup: Teams spread out team projects around the room. Each project has feedback form attached.
1. Teams stand in front of their assigned projects.
2. Team rotate clockwise to the next project (other teams project).
3. For a specified time, teams discuss their reactions to the other teams project,
with no writing.
4. Student #1 records feedback on feedback form. Students are encouraged to
include positive comments.
5. Teacher calls time.
6. Teams rotate, observe, discuss and give feedback on the subsequent project. A
new recorder is selected each round.
Photo credit: Kagan Cooperative Learning
7. Teams continue until each team rotated back to its own project, or until Teacher
calls time.
8. Teams review the feedback they received from other teams
2. FAN-N-PICK
Teammates play a card game to respond to questions. Roles rotate with each new question.
Setup: Each team receives a set of question cards.
1. Student #1 holds question cards in a fan and says, Pick a card, any card!
2. Student #2 picks a card, reads the question aloud, and allows five seconds of think time.
3. Student #3 answers the question.
4. Student #4 responds to the answer:
i. For right/wrong answers, student #4 checks and then either praises or tutors.
ii. For questions that have no right or wrong answer, student#4 does not check
for correctness, but praises and then paraphrase the thinking that went into
the answer.
5. Students rotate roles, one person clockwise for each new round.
*Modifications: Fan-N-Pick can be played in pairs. (Student #1 fans, student #2 picks and reads;
student #1 answers; student #2 tutors and praises; students switch roles. Photo credit: Kagan Cooperative Learning
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3. FLASHCARD GAME
Partners proceed through three rounds as they quiz each other with flashcards, mastering the
content to win cards.
Setup: Students have their own set of flashcards.
*Hints: For young students, limit each round to no more than five cards. If a student has won all cards, he/she can add bonus
cards.
4. INSIDE-OUTSIDE CIRCLE
Students rotate in concentric circles to face new partners for sharing, quizzing, or problem solving.
Setup: The teacher prepares questions, or provides a question card for each student.
1. Students form pairs. One student from each pair moves to form one large circle in the class facing outward.
2. Remaining students find and face their partners (class now stands in two concentric circles).
3. Inside circle students ask a question from their question card; outside circle students answer. Inside circle students
praise or coach. (Alternative: The teacher asks a question and indicates inside or outside student to answer to their
partner).
4. Partner switch roles: Outside circle students ask, listen, then priase or coach.
5. Partners trade question cards.
6. Inside circle students rotate clockwise to a new partner. (The teacher may call
rotation numbers: Rotate Three Ahead. The class may do a choral count as
they rotate).
Students circulate through the classroom, forming and reforming pairs, trying to find someone who
knows an answer, then they become someone who knows.
Setup: The teacher prepares a worksheet or questions for students.
1. Students mix in the class, keeping a hand raised until they find a partner that is not a teammate.
2. In pairs, Partner A asks a question from the worksheet; Partner B responds. Partner A records the
answer on his or her own worksheet and expresses appreciation.
3. Partner B checks and initials the answer.
4. Partner B asks a question; Partner A responds. Partner B records the answer on his or her own
worksheet and expresses appreciation.
5. Partner A checks and initials the answer.
6. Partners shake hands, part, and raise a hand as they search for a new partner.
7. Students repeat Steps 1-6 until their worksheets are complete.
8. When their worksheets are complete, students sit down; seated students may be approached by
others as a resource. Photo credit: Kagan Cooperative Learning
9. In teams, students compare answers; if there is disagreement or uncertainty, they raise four hands to ask a team
question.
6. FIND-THE-FICTION
Students write three statements and read them to teammates. Teammates try to find which of the
three statements is the fiction
Setup: Teammates each write three statements: two true, one false, attempting to trick their
teammates
1. One student on each team stands, and reads his/her statements to teammates.
2. Without consulting teammates, each student writes down his/her own best guess which statement is false.
3. Teammates Round Robin and defend their best guess (Note: Teacher may or may not ask teams to attempt to reach
consensus).
4. Teammates announce their guess(es).
5. The standing student announces the false statement.
6. Students celebrate: The standing student congratulates teammates who guessed correctly. Teammates who were
fooled congratulate the standing student.
7. The next teammate stands to share. The process is repeated.
Variations:
Class Find-the-Fiction. Find-the Fiction may be played with the whole class. The teacher or a student may attempt to
outwit the whole class.
Fact-or-Fiction. Fact-or-Fiction is a variation of Find-the-Fiction, also used on an occasional basis to spice up a review. In
Fact-or-Fiction, students state either a true or false statement and it is up to teammates to decide if the statement is either
a fact or fiction. Fact-or-Fiction is easier for young students because they only need to deal with one statement at a time.
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7. JOT THOUGHTS
8. MATCH MINE
Partners on the opposite sides of a barrier communicate with precision, attempting to match the
others arrangements of game pieces on a game board.
Setup: Partners sit on opposite sides of a barrier with identical game boards and game pieces. One
is designated to be the Sender, the other the Receiver.
1. Sender arranges game pieces on game board while Receiver waits quietly.
2. Sender gives the Receiver directions to match the Senders arrangement of game
pieces on the game board.
3. When finished, partners set game boards side by side to check for accuracy.
4. Receiver praises Sender, and they develop improvement strategies.
5. Roles are switched, and the game is played again.
Hints: Teacher instructs students in communication skills: asking for clarification, Photo credit: Kagan Cooperative Learning
9. THINK-PAIR-SHARE
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10. MIX-FREEZE-GROUP
The classroom is bursting with energy as students rapidly mix around the room, freeze in their
tracks, and frantically group to avoid falling into the lost and found.
Setup: Students stand. An area of the room is designated as the Lost and Found.
Optional: Once students know the game, students in Lost and Found may be the ones to generate and ask the next
question. After they ask the question, they rush to join the group.
11. MIX-PAIR-SHARE
The class mixes until the teacher call, pair. Students find a new partner to discuss or answer the
teachers question.
Setup: Teacher prepares questions to ask students.
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12. NUMBERED HEADS TOGETHER
Teammates put their heads together to reach consensus on the teams answer. Everyone keeps on
their toes because their number may be called to share the teams answer.
Setup: Teacher prepares questions or problems to ask teams.
Variations:
Paired Heads Together: Students are in shoulder partner pairs. After teacher asks a question, pairs huddle to improve the
answers they have each written. Teacher then calls for either A or B to share their best answer with the face partner.
Travelling Heads Together: Travelling Heads starts the same as Numbered Heads, but when the teacher calls a number,
the students with that number on each team stand, then travel to a new team to share their answers. For fun, seated
students beckon for a standing students to join their team.
Stir-the-Class: Teams stand around the outside of the class with spaces between teams. Teammates stand shoulder-to-
shoulder. The teacher poses a question, then students write their own answers on an Answer Board or slip of paper.
Teammates huddle to reach consensus, then unhuddle when done. The teacher selects a number and tells students with
that number how many teams to rotate forward to share their answer.
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13. ONE STRAY
One teammate strays form his or her team to a new team to share or gather information.
Setup: Students are divided into teams.
1. A number is randomly called and that student from each team stands up. The remaining three teammates remain
seated but raise their hands.
2. Teacher calls, Stray.
3. Standing students stray to a team that has their hands up.
4. Teams lower their hands when a new member joins them.
5. Students work in their new teams to share or gather information.
Optional: Students return to their original teams to share what they learned
when they strayed.
Random Teams: Three rounds of One Stray can be used to form random teams. A
different number is called each round, and students may not join a team where a
teammate is seated.
Pairs generate a list of possible ideas or answers. Pairs pair and compare their answers with another
pair. Finally, pairs work as a team to create additional answers or ideas.
Setup: Teacher puts students in pairs.
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15. POEMS FOR TWO VOICES
Partners create and present a poem they recite using one voice, the other voice, or both
Setup: Students are paired up in the classroom.
16. QUIZ-QUIZ-TRADE
Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a
new partner.
Setup: The teacher prepares a set of question cards for the class, or each students creates a question
card.
1. The teacher tells students to Stand uo, put a hand up, and pair up.
2. Partner A quizzes B.
3. Partner B answers.
4. Partner A praises or coaches.
5. Partner switch roles.
6. Partners trade cards and thank each other.
7. Repeat steps 1-6 a number of times.
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17. ROUND TABLE & RALLY TABLE
Students take turns generating written responses, solving problems, or making a contribution to a
project. In Round Table, students take turns in their teams. In Rally Table, partners take turns.
Setup: Each team needs one set of high-consensus problems and one pencil.
1. The teacher provides a task to which there are multiple possible responses, and
provides think time.
2. Students take turns passing a paper and pencil or a team project, each writing
one answer or making a contribution.
Variations:
Pass-N-Praise: Students praise the contribution of the person passing the paper
to them
Round Table Consensus: Students must reach consensus before recording each answer. Photo credit: Kagan Cooperative Learning
In teams, students each write a response on their own piece of paper. Students then pass their
papers clockwise so each teammate can add to the prior responses.
Setup: Each team of four needs four papers and four pencils..
Hint: Simultaneous Rally Table works well when each paper is labelled with a related topic (e.g., the four food groups, four
historical characters).
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19. ROUND ROBIN & RALLY ROBIN
Students take turns responding orally. In Round Robin, students take turns in their teams. In Rally
Robin, Partners take turns.
Setup: Students are divided into teams.
1. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time.
2. Students take turns stating responses or solutions.
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20. STAND UP-HAND UP-PAIR UP
Students stands up, put their hands up, and quickly find a partner with whom to share or
discuss.
Setup: Students listen to teachers instruction.
1. Teacher says, when I say go, you will stand up, hand up, and pair up! Teacher pauses, then
say, Go!
2. Students stand up and keep one hand high in the air until they find the closest partner whos
not a teammate. Students do a high five and put their hands down.
3. Teacher may ask a question or give an assignment, and provides think me.
4. Partners interact using:
i. Rally Robin.
ii. Timed-Pair-Share.
Hint: In some classes, it may be necessary to make sure students pair with their classmate they are
closest to rather than running to a friend.
Teammates place Talking Chips in the center of the table to make sure everyone contributes to
the team discussion.
Setup: Team have talking chips (maximum: two chips each).
Modifications:
Students may be given just one chip each, or two chips. Students with
no chips left must wait until teammates have used all their chips
before they all collect their chips(s) and continue the discussion.
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22. TEAM STAND-N-SHARE
Teams check off or add each idea as it is shared by other teams, sitting down to show every
teams ideas have been shared.
Setup: Teams generate a list of items to share.
Variations
Pair Stand-N-Share: Pairs generate ideas, and then play as a pair.
Photo credit: Kagan Cooperative Learning
Individual Stand-N-Share: Each student plays with her/his own list of ideas.
In pairs, students share with a partner for a predetermined time while the partner listens. Then
partners switch roles.
Setup: Students are paired with a partner.
1. The teacher announce a topic, states how long each student will share, and provides think time.
2. In pairs, Partner A shares: Partner B listens.
3. Partner B responds with a positive gambit.
4. Partner switch roles.
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Photo credit: Kagan Cooperative Learning
24. GALLERY WALK
Gallery Walk is an activity that allows participants/students to discuss and display their final
work around a room much like artists would display their artistic pieces in an exhibit.
Setup: Group students into teams and place them at different stations in the classroom.
This collaborative strategy gets students moving around the room while working with classmates
to solve problems and answer questions.
Setup: Group students into teams and place them at different stations in the classroom.
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26. HOT SEAT
27. JIGSAW
Jigsaw is a cooperative learning strategy that enables each student of a home group to
specialize in one aspect of a topic (for example, one group studies habitats of rainforest
animals, another group studies predators of rainforest animals).
Setup: Students meet with members from other groups who are assigned the same aspect, and
after mastering the material, return to the "home" group and teach the material to their group
members.
1. Introduce the strategy and the topic to be studied.
2. Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities.
3. Determine a set of reading selections and assign one selection to each student.
4. Create "expert groups" that consist of students across "home groups" who will read the
same selection.
5. Give all students a framework for managing their time on the various parts of the
jigsaw task.
6. Provide key questions to help the "expert groups" gather information in their
particular area.
7. Provide materials and resources necessary for all students to learn about their
topics and become experts.
Note: It is important that the reading material assigned is at appropriate instructional levels (9095%
reading accuracy).
8. Discuss the rules for reconvening into "home groups" and provide guidelines as each "expert" reports the
information learned.
9. Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing the experts'
information report.
10. Remind students that "home group" members are responsible to learn all content from one another.
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28. WORD WALL
A word wall is a collection of words which are displayed in large visible letters on
a wall, bulletin board, or other display surface in a classroom.
Setup:Make words accessible by putting them where every student can see
them.
1. Teachers and students should work together to determine which words should go on the word wall.
2. Try to include words that children use most commonly in their writing. Words should be added
gradually a general guideline is five words per week.
3. New information should be added on a regular basis
29. LIST-0-MANIA
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30. TWO STARS & A WISH
1. Students identify two positive aspects of the work of a peer and then express a wish about
what the peer might do next time in order to improve another aspect of the work.
2. For example, they will say, I want to give you a star for the start of your story and a star for
the way you described the house. I wish that you will tell us more about Billy.
3. Teachers model this strategy several times, using samples of student work, before asking
the students to use the strategy in pairs on their own. They check the process and ask pairs
who have implemented the strategy successfully to demonstrate it to the whole group.
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21st CENTURY GROUP WORK
Face Partner
Sitting facing each other
(Student A & C)
A B
C D
Shoulder Partner
Sitting next to each other
(Student C & D)
Adapted from:
Mike Gershon. (2013). More Secondary Starters and Plenaries. Retrieved from https://
books.google.com.my/books?id=Dng9AgAAQBAJ&pg=PA6&lpg=PA6&dq=list%27o%27mania
+activity&source=bl&ots=S5HIvz4lPf&sig=c-9RZjM_GTwsjUDQQGVhbT5Vvyc&hl=en&sa=X&sqi=2&redir
_esc=y#v=onepage&q=list'o'mania%20activity&f=false
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