Coop Learning Resources Compiled by J Gordon
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Transcript of Coop Learning Resources Compiled by J Gordon
COOPERATIVE LEARNING RESOURCES Critical Understandings and Retention Research 3 Seating Options and Classroom Arrangement Idea 4 Spencer Kagan’s Structural Approach Resources 5 Essential Elements of Cooperative Learning 5 Suggestions for Goals by Jeanette Gordon 6-7 Sample Processing Forms, Spencer Kagan 8-9 Cooperative Structures for Asking Questions (Kagan Structures Summarized by Gordon with examples)
• THINK-PAIR-SHARE 10 • ROUNDROBIN 11 • STAND AND SHARE 12 • ROUNDTABLE 12 • NUMBERED-HEADS-TOGETHER 13
PAIRS CHECK ADAPTATION (J Gordon based on Kagan structure) 14 Other Cooperative Structures (Summarized and applied by Teachers)
• SEND A PROBLEM 15 • THREE STEP INTERVIEW 16 • BLIND HAND SEQUENCING 17 • SAME DIFFERENT 18 • INSIDE OUTSIDE CIRCLE (Also to ask questions) 19
Cooperative Structures for Asking Questions Comparison Matrix (Prepared by Jeanette Gordon) 20 Jigsaw Variations Comparison Matrix (J. Gordon) 21 Problems Common to All Jigsaw Variations with Resolution Suggestions (J. Gordon) 22
Recommended Resources: For multiple resources to support the Structural Approach to cooperative learning, see Spencer Kagan’s site at www.kaganonline.com/index.html Kagan Publishing and Professional Development
2
Critical Understandings• Learning is a social process.• Interaction can generate understanding and enhance
retention for all learners.• There are multiple cooperative structures for different
purposes, and it is helpful to begin with simple structures for asking questions before progressing to more complex structures.
• A common language, clear directions, modeling, practice, and group processing promote effective classroom management.
• Essential elements of cooperative learning include: positive interdependence, individual accountability, equal participation and simultaneity.
• Roles that are effective promote the essential elements. (Material handler, reader, writer, and spokesperson, often do not.)
Greater Retention for all Learners
People retain:
• 10% of what they read
• 20% of what they hear
• 30% of what they see
• 50% of what they see and hear
• 70% of what they say
• 90% of what they say as they do or teach something.
Source: E. Dale
3
Seating option forCooperative Learning
T-Table Arrangement Face to Face Desks Face to Face L-Desks
Lab Table Teams L-Desk Star Arrangement Traditional Rows
Teams of 4, face each other and areable to see the front without turning around.
Teacher & overhead
If 6 partners, but 2 teams
H
M
M
L
Heterogeneous Grouping Example
4
Spencer Kagan’s Structural Approach to Cooperative Learning
http://www.kaganonline.com/
Essential Elements of Cooperative Learning
Positive Interdependence
Individual Accountability
Equal Participation
Simultaneity
5
SuggestionsStart with structures where roles are not needed: Think-pair-share, Roundrobin, Roundtable, Pairs-Check Stand & Share, Inside-outside-circle, Numbered-heads-together. After using Numbered-heads-together several times, use the same structure and ask teams to decide which of the following their team did the best and which they most need to improve. Then introduce the following roles and explain how they can facilitate the group process.
GROUP PROCESSING
1. We were all involved. 2. We clarified if people didn’t understand. 3. We all stayed on task. 4. We supported each other.
ROLES:
1. Gatekeeper
(Timekeeper) 2. Clarifier 3. Taskmaster
(Material Handler) 4. Peacekeeper 6
of Roles for older learners by Jeanette Gordon:
ROLES
1. TASKMASTER It is your job to keep the team on
task during the group activities and the class activities. Monitor noise level in the team. Encourage everyone to give the quiet signal.
2. GATEKEEPER It is your job to encourage
participation of all and to politely close the gate on someone if you feel others are not getting a chance to participate.
3. PEACEKEEPER It is your job to establish a
praising atmosphere in the team. Watch for any put-downs. Praise others and watch for praising behaviors. Give a “thumbs up” when you hear or see praising.
4. CLARIFIER It is your job to make sure everyone
understands the directions. Check for understanding of content, and encourage others to clarify and ask questions as needed.
7
8
9
COOPERATIVE STRUCTURES FOR ASKING QUESTIONS
THINK-PAIR-SHARE Steps of the structure (The simplest structure to teach.) 1. Teacher/student asks a question while the rest of the class listens. 2. Students are given at least seven seconds think time. 3. Students pair with a designated partner (the person next to them or across from them.) 4. Designated students share answers with the whole class.
Uses: To ask and answer questions where there are no correct answers: opinions, predictions, reactions, personal experiences, etc. (or) questions with more than one correct answer. Use when all students would be able to answer from prior knowledge or would have options from which to choose. Do not use Think-pair-share for questions where several students would be unable to share an answer. (Pair a nonEnglish speaker with a bilingual partner who can speak his/her language if possible. The bilingual speaker can share his/her partners answers.)
Variations:
Think-pair-share partner’s answer. Think-pair-square (Students share with their teammates only.) Think-write-share (Students write their answers first, then share.) Think-build-share (Students build individually to solve a problem, then share with the team.) Examples: What are the people doing in this picture? What do you think is happening in this picture? How do you think ______ will feel about_______? What do you think will happen next? What do you know about ________? What would you like to know about ________? How do you feel about _____ and why? What ______ do you feel is the most important _____and why? What would you do if______? (or) What do you think will happen if ______? How do you think _______ is used in the real world? Do you think _________ should or should not ______? Why do you think so? How would you relate ______ to your own life? Tell your partner about a personal experience with _________? How might ________solve the problem? (or) How might _____affect _____? What do you think would be the most effective graphic organizer for recording this information? Explain your answer. How is _________ similar to (or different than) __________? Which words on this list describe ____________? Can you identify connections among 2 or more words on the list? Explain the connection. Can you think of words that _________(synonyms/antonyms/+ or – connotations etc.)? Can you find words on the list that rhyme with ________ (have a specific sound, etc.) What words/phrases on the list do you think are examples of _______? What were things we used (actions we did) yesterday when we ___________? Which numbers/equations are examples of __________? What do you think is the most confusing part of this problem? What is an important rule for _____________?
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ROUNDROBIN Steps of the structure 1. Students work in teams of four. (Each student has a number.) 2. The teacher/student asks a question with multiple answers and students think of
possible answers. 3. Students take turns orally sharing one answer at a time. 4. Students continue taking turns until time is called. If a team member is not ready when it
is his/her turn, the person simply says, “I’m still thinking.” 5. When time is up, the teacher/student calls a number and those students from each team
stand and share some of their ideas. (It is often helpful to have all students repeat the answers or repeat and record single words. This step is not always necessary.)
Uses
To answer questions where there are multiple answers and where each student would be able to contribute. Because Roundrobin is oral, and the teacher will not hear all answers, it is important to ask questions where incorrect answers would be unlikely or very easy for teammates to clarify for each other. Class sharing is critical for the harder questions.
Variations Provide additional prompts for younger students. For example, students pass around an object, a pencil or small flag that says “your turn” as they take turns. When asking them to roundrobin retell a story, the teacher might turn pages in a big book and the students take turns telling about the pages that are visible. Roundrobin Classification Students take turns describing pictures (or reading sentences, fragments, clauses, phrases, words, word problems etc. and placing them on a graphic organizer (or in designated categories). Each student asks, “Do you agree.” Team members signal: thumbs up if yes, sideways if unsure, thumbs down if no. The contributing student gets feedback from any student who disagrees. Note because the teacher would be able to assess the placement of the items, this form of Roundrobin could be used with harder tasks where the team may make some errors. Examples: Roundrobin examples of ____________. Roundrobin what you know/want to know about _______. Roundrobin retell the story/summarize the main points of a reading. Roundrobin restate the directions before you begin. Roundrobin what you learned today. Roundrobin ways to ___________/ rules for __________. Roundrobin suggestions to_______/ impressions of _________. Roundrobin follow the story plot guidelines and make up a story. Roundrobin consequences of a problem/important considerations of/ pros or cons. Roundrobin your observations of _______ /experiences with___________. Roundrobin classify pictures of ______(words etc) on a Web Diagram/Venn Diagram (or sequence pictures or events on a Sequence chart) Roundrobin rank pictures/words on a continuum based on ____(one aspect of comparison). Roundrobin classify math problems/ words etc.into the following categories ________.
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STAND AND SHARE The teacher/student asks a question similar to those for Roundrobin (multiple answers, easy enough for all students). Students all stand up. The teacher/student calls on one person to answer. Anyone ready to share that answer sits down. This continues until all students are seated. (Note: Do not ask a question where everyone in the room would have a different answer or everyone would have to share.) VARIATION: Continue standing as long as you have something to add. Examples for variation: What did you learn today? What were important ideas from the reading/your homework? Give suggestions for solving a problem. What are writing skills we’ve learned? What questions do you think will be on the test? (Student volunteers answer each question.) ROUNDTABLE Steps of the structure are identical to Roundrobin with one exception. Students say and write the answer rather than simply saying it. Each team has one piece of paper. They pass it around the team and take turns contributing answers. Uses: To generate examples, and answer questions with multiple answers. Use rather than Roundrobin when accuracy is important or if students tend to be off-task during Roundrobin. Do not use for tasks that take too much time. For example, do not have students write complete sentences. For increased language development it is helpful when relevant to say a complete sentence but record only the most significant word/s. Variations: Simultaneous Roundtable: Students don’t say their contributions and all students are writing at the same time. They continue to contribute until time is called to pass the paper. For examples: Students contribute to four different lists related to: parts of speech, sentence types, characteristics of a topic of study, and so forth. This may be done prior to study, for example, listing what they know about characteristics of a Native American tribe: food, clothing, shelter, and work. They save the lists and after studying the tribe, cross off any incorrect information and then simultaneous roundtable what they learned. Students may do what is also called a “write around”. They each start a story. Then when time is called, pass their papers to the right and continue the story. They continue changing partners as time is called until the paper returns to the original writer who makes the last contribution to his story. (Story plot prompts may be used to assure that critical story elements are present.) Simultaneously record answers on a large graphic organizer with room for all team members to write at once. Examples: Roundtable examples of _______ (verbs, prime numbers, polygons, words that rhyme with “cat”, energy sources, causes of pollution, human rights, words related to Spring, etc.) Roundtable characteristics of ___________ (the main character, sound, communities, software, a historical period, a type of art or music, etc.) Roundtable important people from __________. Roundtable contributions of _________. Roundtable vocabulary/essential concepts you will need to know for the test.
Roundtable steps in a process/ phases in a life cycle.
Summaries and examples by Jeanette Gordon (Illinois Resource Center, 847-803-3112) of cooperative structures from Cooperative Learning: Resources for Teachers by Spencer Kagan (800-Wee-Coop)
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NUMBERED-HEADS-TOGETHER Steps of the structure: 1. Students number off in teams of four. (Keep the same number as long as the team will
continue to work together, possibly four weeks.) 2. The teacher/student asks a question. 3. Team members put their heads together and make sure that everyone in the team can
answer the question. 4. The teacher/student calls a number, and those with that number stand and participate in
answering the question. Use: To ask and answer more difficult questions. Try to ask larger multiple-part questions, or questions where many students would need assistance. Examples: Put your heads together and prepare to: Explain the process of _________/ list the steps of _____ . Be prepared to identify all the _______ in the room/ in a picture. Be able to demonstrate through visuals/manipulatives understanding of ________. Be able to give three similarities and three differences between _____ and _______. Identify and explain the relationships between ____ and _____ (could be more than two) Explain the functions of the individual parts of ____________. Identify the main idea and three supporting details in this paragraph. Write the main idea of this passage/ the theme of this story. Be ready to tell three important facts about ______/ assumptions being made. Identify three causes of ________ and try to rank their importance. Solve the math problem and be able to explain each step. Give the definition of ________ and give at least three examples. Define _______ and use it in a sentence. Label the parts of this diagram _______/ identify the component parts of___. Identify 4 advantages/disadvantages of_______. How would you argue for/against___? Write at least one example of __________ (simile, metaphor, personification, complex sentence, sentence with a participial phrase) State the essential problem _______ and identify possible consequences of the problem. Restate the sequence of events in this passage/story. Skim the chapter and prepare to tell as much information as you can about it. What would be a really good first sentence for our Language Experience Story? Identify at least three ways the author supported his/her opinion. What strategies did _________ use to solve the problem? If you were going to use a graphic organizer to record the information in this passage, which would you use and why? What implications do you predict _________ would have? What four aspects of comparison would be the most important to include on your matrix comparing and contrasting _______. Identify three strategies that the author used to ________? How might _______ view this story/historical event from a different perspective? Based on what you know about _______ how might that person/group evaluate ____? If you were going to write about _____ how would you organize the writing?
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The following structure is Jeanette Gordon’s adaptation of Pairs Check by Spencer Kagan. Name of structure: PAIRS CHECK ADAPTATION This structure is very beneficial in math but can be applied to other content. The teacher identifies pairs of problems that are of similar difficulty. They are called “twins”. Students work with a partner to solve the twins. One teaches, and the other performs the calculations or task. Then they trade roles. If the second person makes an error, the first “teacher” refers back to his/her problem and explains again. For example, in a math homework assignment, the following problems are “twins” 3 and 7, 10 and 15, 22 and 26. Students collaborate on those problems as described below before starting on their homework. Note: more advanced students can do the homework faster on their own and may not want to participate. Since “teaching” would usually be beneficial to them, tell all students that if they are doing “Pairs Check” well, they won’t need as much practice, so they can do only the even problems when they finish the twins. The teacher can note the students who would need to do the complete assignment. STEPS; 1. Students are in pairs within their teams.
2. In pairs, choose roles of teacher and student. 3. The “teacher” must explain what the “student” is to do. 4. The “student” will do all the writing as steps are explained. 5. After problem is solved the roles are reversed, the student in now the
teacher and the teacher becomes the student. 6. Steps 3 and 4 repeated. 7. When the pair of problems is completed, the partners will check work with
their teammates. USES: 1. to explain steps in a process.
2. to improve oral communication. 3. to learn new ways to solve a problem. 4. to articulate metacognitive strategies in a learning process. 5. to improve listening skills.
EXAMPLES:
1. Daily Oral Language activities 2. Word problems 3. All computation activities. 4. Learning to tell time in English 5. Making change with United States currency 6. Metric measurement and United States standard 7. Doubling or reducing a recipe
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The following summaries of Spencer Kagan’s cooperative structures (800 WEE COOP to order) were prepared by teachers in a cooperative learning class. They also provided the examples. Kathleen Ross, Trina Courtney, and Jane Racek. Name of structure: SEND A PROBLEM STEPS: 1. Each student on a team makes up a high consensus review problem and
writes it down on a review card. 2. Teammates must come to a consensus about an answer. 3. Question side of the card is marked with a Q. 4. Answer side of the card is marked with an A. 5. Team passes their review cards to another group. 6. Student 1 reads 1st problem, team discusses and reaches concensus on
anwer. 7. If team doesn’t agree on the answer previously written down, 2nd team
writes alternative answer. 8. Process is repeated, student 2 reads question. 9. Stacks of cards are passed to all groups. 10. After all groups have seen all questions review cards are returned to
original groups and answers are discussed. USES: 1. to practice
2. to review 3. to teambuild 4. concept development 5. to improve evaluation skills (assessing alternative answers)
EXAMPLES:
1. Sending puzzles with a picture or a message 2. Math problem solving 3. Math computation practice 4. Drill and practice of content area vocabulary 5. To review textbook material 6. Student made DOL activities 7. Drill and practice of grammatical structure 8. Telling time in English
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Name of structure: THREE STEP INTERVIEW STEPS: 1. Question or topic is presented.
2. Studets are in pairs, one student is interviewer one student is interviewee. 3. After question is answered, students reverse roles. 4. In groups of four, students will roundrobin there answers, each on sharing
what they learned in the interview with their partner. 5. In groups of three, 1st student is the interviewer, the 2nd student is the
interviewee and the third student will paraphrase what was said. USES: 1. to improve listening skills
2. to improve receptive and expressive communication 3. to share information 4. to practice paraphrasing 5. to teambuild 6. to practice a grammatical structure 7. to improve interviewing skills
EXAMPLES: Anticipatory: 1. What do you most want to learn aboaut ________?
2. What experience have you had with __________? 3. When in your life would you find it useful to __________?
Closure: 1. What did you learn from ____________?
2. What would you like to learn more about __________? 3. How will you use what you have learned about ____________?
Others: 1. What did you find most interesting/difficult about ____________?
2. Students are interviewed while roleplaying character from literature. 3. To practice the past or future tenses. 4. To practice exclamations or questions.
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Name of structure: BLIND HAND SEQUENCING STEPS: 1. Students are in groups of 3 or 4.
2. Students are given an envelope with panels of a process. 3. Teammates take panels out of envelopes placing them facedown on the
table. 4. Teammates take turn describing their panel without showing their
partners their panel. 5. Teammates must agree which panel is first and place it face down on the
table. 6. Continue process until all panels are face down on the table. 7. Turn over panels to see if the sequencing was done correctly.
USES: 1. to practice sequencing
2. to improve oral skills 3. to improve listening skills 4. to improve consensus building skills
EXAMPLES:
1. Social Studies – a time line for events in history 2. Reading – events in a story
dialogue between 2 people situational picture dialogue
3. Science – steps of a lab experiment food chains seasons life cycle of a ________ describe planet without using name, put in order.
4. Math - steps in a math problem
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Name of structure: SAME DIFFERENT STEPS: 1. Pairs of students chosen.
2. Students are each given slightly different pictures. 3. Students are to take turn guessing similarities and differences without
looking at each others papers. 4. Students label similarities on the picture. 5. Students label differences in the picture. 6. When students are finished, they compare pictures.
USES: 1. to recall content area vocabulary
2. to review directional words 3. to pay attention to detail 4. to form questions 5. to improve listening skills
EXAMPLES:
1. Review the parts of a house 2. Review the parts of a store 3. Review city and country differences 4. to learn essential school terms 5. to review office vocabulary, dentist, doctor post office and bank
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Name of structure: INSIDE OUTSIDE CIRCLE STEPS: 1. Students stand in two concentric circles.
2. The outside circle faces in. 3. The inside circle faces out. 4. Students use flashcards or respond to teacher questions. 5. Students rotate one person to the right.
USES: 1. to check for understanding
2. to review 3. to process 4. to help or tutor 5. to share 6. to class build
EXAMPLES:
1. A class building activity to get to know others and feel comfortable interaction 2. To assess prior knowledge 3. To review parts of a story 4. To share personal reactions and ideas related to a topic 5. Vocabulary building (Name the picture) 6. Addition, subtraction, multiplication and division facts, states and capitals, spell
the word for a picture (answer on the back of the card, trade cards before rotating to a new person)
7. To review for an exam, assure answer is correct before rotating Structures are summarized from Cooperative Learning 1992. Spencer Kagan (800 WEE COOP to order) by teachers in a coperative learning class. They also provided the examples. Kathleen Ross, Trina Courtney, and Jane Racek.
19
STR
UC
TUR
ES F
OR
ASK
ING
QU
ESTI
ON
S: C
OM
PAR
ISO
N M
ATR
IX
ST
RU
CTU
RE
PUR
POSE
D
IREC
TIO
NS
AD
VAN
TAG
ES
PRO
BLE
MS
AN
D S
UG
GES
TIO
NS.
Th
ink-
pair-
shar
e
Thin
k-pa
ir-sh
are
part
ner’s
idea
Ans
wer
que
stio
ns.
All
stud
ents
can
an
swer
. U
sual
ly
mor
e th
an o
ne
answ
er is
pos
sibl
e.
Thin
k, th
en p
air t
o sh
are
with
a p
artn
er.
Teac
her c
alls
on
som
e st
uden
ts to
sh
are
with
cla
ss
Var
iatio
n: S
hare
pa
rtner
’s id
ea.
All
shar
e an
swer
s.
Eas
y to
adm
inis
ter.
Doe
sn’t
take
long
. S
harin
g pa
rtner
’s id
ea
prom
otes
list
enin
g,
oral
lang
uage
and
re
spec
t.
All
stud
ents
are
not
abl
e to
ans
wer
the
ques
tion.
Th
e qu
estio
n w
as to
o ha
rd.
Sw
itch
to N
umbe
red-
head
s-to
geth
er.
(Do
this
for t
he fo
llow
ing
3 st
ruct
ures
, if t
his
prob
lem
aris
es.)
Stud
ents
off
task
. U
se p
roce
ssin
g pr
ompt
s, th
umbs
-up
if ha
d tim
e to
sh
are,
rate
soc
ial s
kill,
etc
. Thi
s he
lps
all s
truct
ures
w
hen
lear
ning
the
proc
esse
s.
Sup
port
all s
truct
ures
with
vis
uals
if n
eede
d.
R
ound
robi
n S
ame,
but
ther
e ar
e m
any
poss
ible
an
swer
s.
Thin
k, th
en ta
ke tu
rns
shar
ing
orig
inal
an
swer
s ar
ound
the
grou
p. T
each
er c
alls
#.
Sta
nd to
sha
re
orig
inal
idea
s.
All
shar
e. P
rom
otes
co
gniti
ve fl
exib
ility
beca
use
mus
t thi
nk o
f ad
ditio
nal i
deas
, not
ju
st fi
rst r
espo
nse.
Stud
ents
don
’t ta
ke tu
rns.
One
or t
wo
stud
ents
ar
e do
ing
mos
t of t
he ta
lkin
g. A
sk s
tude
nts
to p
ass
a pe
n as
they
sha
re id
eas.
Adv
ance
d st
uden
ts
take
som
e of
the
easi
er a
nsw
ers.
Giv
e a
chal
leng
e an
d en
cour
age
thos
e w
ho a
re re
ady
to d
o it.
St
and
and
shar
e S
ame,
with
man
y po
ssib
le a
nsw
ers
but
not s
o m
any
that
all
will
hav
e a
diffe
rent
an
swer
.
Stu
dent
s al
l sta
nd
with
an
answ
er to
sh
are.
Sit
whe
n so
meo
ne s
hare
s hi
s/he
r ide
a.
All
shar
e. G
et to
st
and
up.
Whe
n so
me
stud
ents
don
’t w
ant t
o si
t, th
ey th
ink
of m
ore
or v
ery
orig
inal
idea
s.
Som
e st
uden
ts d
on’t
wan
t to
stan
d. G
ive
mor
e tim
e. A
sk o
ther
s to
thin
k of
mor
e or
igin
al id
eas
whi
le
wai
ting.
Ask
sitt
ing
stud
ent t
o ca
ll on
oth
ers
or s
hare
th
e id
ea th
ey li
ked
best
. Cal
l firs
t on
som
eone
who
m
ay s
it at
the
first
opp
ortu
nity
.
R
ound
tabl
e S
ame
as a
bove
, but
ne
ed w
ritte
n re
cord
to
conf
irm th
at th
e an
swer
s ar
e co
rrec
t.
Take
turn
s sa
ying
and
w
ritin
g th
e an
swer
s.
Teac
her c
alls
#.
Sta
nd a
nd s
hare
or
igin
al id
eas.
Teac
her a
nd s
tude
nts
have
a w
ritte
n re
cord
of
thei
r ans
wer
s. It
is
poss
ible
to d
eter
min
e if
the
team
mad
e er
rors
.
Som
e st
uden
ts h
ave
limite
d sp
ellin
g sk
ills.
Ask
st
uden
ts to
repe
at a
nd th
en c
hant
the
spel
ling.
Som
e an
swer
s ar
e in
corr
ect.
Oth
ers
give
thum
bs-u
p if
corre
ct, b
efor
e th
e st
uden
t writ
es. A
team
sha
res
entir
e lis
t. H
ave
each
team
sha
re 1
orig
inal
idea
firs
t.
Insi
de-O
utsi
de
Circ
le
Que
stio
ns a
ll ca
n an
swer
. C
an b
e pe
rson
al re
spon
se o
r co
rrect
ans
wer
.
Sta
nd in
two
circ
les
faci
ng e
ach
othe
r. A
nsw
er q
uest
ion,
th
en o
utsi
de ro
tate
for
new
que
stio
n. (O
r in
two
lines
, if l
imite
d ro
om. O
ne ro
tate
s to
fro
nt.)
Stu
dent
s ge
t to
mov
e.
They
inte
ract
with
ot
hers
in th
e cl
ass,
no
t jus
t tea
m
mem
bers
. Nic
e cl
ass-
build
ing
stru
ctur
e.
Stud
ents
are
not
giv
ing
“rig
ht a
nsw
ers”
. Lo
udly
sh
are
the
answ
er w
ith th
e gr
oup.
Stu
dent
s us
e qu
estio
n pr
ompt
s w
ith a
nsw
ers
on th
e ba
ck a
nd tr
ade
card
s as
they
rota
te.
Line
-up
and
mov
emen
t is
row
dy. P
ract
ice
orde
r. If
usin
g a
line,
ask
que
stio
n w
hen
mov
ing.
Stu
dent
s do
n’t g
o be
twee
n th
e tw
o lin
es.
N
umbe
red-
head
s-to
geth
er
Ans
wer
impo
rtant
, co
mpl
ex m
ulti-
part
ques
tions
4 pe
ople
col
labo
rate
on
ans
wer
. Tea
cher
ca
lls #
. Th
ose
peop
le
stan
d to
par
ticip
ate
in
answ
erin
g.
Can
ask
que
stio
ns
som
e st
uden
ts d
on’t
know
. Can
hea
r the
an
swer
s. M
odel
ing
&
prac
tice
is p
ossi
ble.
One
or t
wo
stud
ents
dom
inat
e th
e gr
oup
and
answ
er
mos
t of t
he q
uest
ions
firs
t. U
se g
roup
pro
cess
ing
to
iden
tify
team
stre
ngth
s an
d ne
eds.
Ass
ign
role
s to
fa
cilit
ate
the
proc
ess.
Use
mul
tilev
el re
sour
ces
as
need
ed a
nd g
ive
chal
leng
e op
tions
for t
eam
s w
ho
finis
h ea
rly.
20
JI
GSA
W V
AR
IATI
ON
S: C
OM
PAR
ISO
N M
ATR
IX
ST
RU
CTU
RE
PUR
POSE
D
IREC
TIO
NS
AD
VAN
TAG
ES
PRO
BLE
MS
AN
D S
UG
GES
TIO
NS.
Team
Jig
saw
Lear
n an
d te
ach
clas
s ne
w in
form
atio
n.
Pos
sibl
y re
view
or
expa
nd o
n le
arni
ng.
Col
labo
rate
with
team
to
teac
h an
ass
igne
d or
sel
ecte
d “p
iece
” or
topi
c to
the
clas
s.
Pos
sibl
e to
hea
r all
pres
enta
tions
; as
surin
g ac
cura
cy
and
faci
litat
ing
asse
ssm
ent.
Stu
dent
s de
velo
p pu
blic
spe
akin
g sk
ills.
Team
sat
isfa
ctio
n.
The
num
ber o
f “pi
eces
” or
topi
cs d
oesn
’t eq
ual
the
num
ber o
f tea
ms.
Ass
ign
a re
late
d ac
tivity
or a
follo
w-u
p. A
ssig
n th
e m
ost d
iffic
ult t
opic
to tw
o te
ams.
Som
e te
am m
embe
rs d
omin
ate
the
grou
p.
Use
gro
up p
roce
ssin
g. U
se te
am-p
roce
ssin
g.
Use
sim
ilar-a
bilit
y gr
oups
rath
er th
an m
ulti-
abilit
y gr
oups
with
diff
eren
tiate
d ta
sks
base
d on
gro
up
read
ines
s.
With
in-te
am J
igsa
w
Indi
vidu
ally
teac
h te
am m
embe
rs.
Pos
sibl
y re
view
or
expa
nd o
n le
arni
ng.
Indi
vidu
ally
lear
n an
d te
ach
a “p
iece
” of n
ew
info
to th
e cl
ass.
Stu
dent
s ha
ve s
ole
acco
unta
bilit
y fo
r te
achi
ng o
ther
s.
Indi
vidu
al s
atis
fact
ion
Each
mem
ber d
oes
not h
ave
the
skill
s to
lear
n an
d te
ach
his/
her p
iece
.
Pro
vide
mul
tilev
el re
sour
ces
and
visu
als.
Ass
ign
parts
bas
ed o
n re
adin
ess
and
mee
t with
stu
dent
s w
ho n
eed
supp
ort.
Use
“exp
ert”
jigsa
w v
aria
tions
be
low
.
Hav
e th
e lo
wes
t stu
dent
in a
team
of 5
and
teac
h w
ith a
par
tner
.
Ex
pert
-par
tner
s
With
in-te
am
Jigs
aw
Sam
e as
abo
ve.
Sha
re le
arni
ng a
nd
teac
hing
stra
tegi
es.
Par
tner
with
som
eone
fro
m a
noth
er te
am to
le
arn
and
prac
tice
thei
r com
mon
“pie
ce”
befo
re te
achi
ng o
wn
team
.
Stu
dent
s ca
n ga
in
supp
ort f
rom
a
partn
er.
Stu
dent
s sh
are
thei
r un
ders
tand
ing
and
stra
tegi
es.
Som
e pa
rtne
rs h
ave
limite
d sk
ills.
Use
mix
ed-a
bilit
y pa
rtner
s.
Ass
ign
parts
bas
ed o
n re
adin
ess
and
have
par
tner
s le
arn
and
teac
h an
app
ropr
iate
par
t.
Expe
rt-g
roup
With
in-te
am
Jigs
aw
Sam
e as
abo
ve.
Mee
t as
a gr
oup
with
ot
hers
who
are
re
spon
sibl
e fo
r the
sa
me
“pie
ce”.
Lea
rn
the
info
rmat
ion,
di
scus
s st
rate
gies
, re
turn
and
teac
h te
am.
Stu
dent
s ca
n ga
in
supp
ort f
rom
a g
roup
, he
nce
mor
e sk
ills to
dr
aw u
pon
and
each
is
abl
e to
teac
h a
mor
e co
mpl
ex
“pie
ce”.
Som
e gr
oups
hav
e lim
ited
skill
s.
Use
mix
ed-a
bilit
y ex
pert
grou
ps o
r diff
eren
tiate
d ta
sks
for e
ach
grou
p.
Som
e m
embe
rs a
re le
ft ou
t or t
oo d
omin
ant.
Use
oth
er c
oope
rativ
e st
ruct
ures
with
in th
e gr
oup
to
assu
re p
artic
ipat
ion
of a
ll.
21
Prob
lem
s C
omm
on to
All
Jigs
aw V
aria
tions
with
Res
olut
ion
Sugg
estio
ns
The
piec
es a
re n
ot a
ppro
pria
te fo
r jig
saw
.
• U
se ji
gsaw
onl
y w
hen
the
info
rmat
ion
can
be d
ivid
ed in
to c
ompr
ehen
sibl
e pa
rts.
• Ty
pica
lly p
rovi
de a
gen
eral
intro
duct
ion
and
ofte
n an
ove
rvie
w o
f how
the
piec
es re
late
to th
e w
hole
. •
Be
care
ful t
o as
sign
“pie
ces”
or t
opic
s th
at a
re c
ompr
ehen
sibl
e w
ithou
t rea
ding
all
of th
e ot
hers
. •
Do
not u
se ji
gsaw
to d
ivid
e a
narr
ativ
e in
to p
iece
s. H
owev
er, j
igsa
w is
app
ropr
iate
for a
naly
sis
of a
lite
ratu
re p
iece
that
all
stud
ents
ha
ve re
ad.
Jigs
aw c
an a
lso
be u
sed
to h
ave
stud
ents
rete
ll di
ffere
nt s
torie
s an
d to
com
pare
and
con
trast
them
. N
ot e
very
stu
dent
is d
oing
his
/her
par
t, or
the
info
rmat
ion
pres
ente
d is
not
acc
urat
e.
• U
se d
evel
opm
enta
lly a
ppro
pria
te re
sour
ces:
nee
ded
prio
r kno
wle
dge,
vis
uals
, rea
dabi
lity
leve
ls
• P
rovi
de m
odel
ing
of s
imila
r tas
ks th
roug
h a
who
le-c
lass
exa
mpl
e us
ing
coop
erat
ive
stru
ctur
es to
eng
age
all l
earn
ers
prio
r to
assi
gnin
g jig
saw
. U
se te
am ji
gsaw
as
a m
odel
prio
r to
With
in-te
am J
igsa
w v
aria
tions
. •
Ass
ign
or h
ave
stud
ents
cle
arly
iden
tify
indi
vidu
al a
ccou
ntab
ility
•
Pro
vide
exp
licit
stru
ctur
e, u
sing
rubr
ics
for m
ore
com
plex
task
s •
Pro
gres
s fro
m te
achi
ng s
impl
e to
mor
e co
mpl
ex c
onte
nt
• G
rade
eac
h st
uden
t on
his/
her i
ndiv
idua
l par
t, ra
ther
than
gra
ding
the
team
. •
Use
gro
up p
roce
ssin
g as
nee
ded.
For
com
plex
teac
hing
task
s, u
se g
roup
-pro
cess
ing
durin
g st
ages
of p
repa
ratio
n, n
ot ju
st u
pon
com
plet
ion.
•
Use
sel
f-pee
r and
teac
her a
sses
smen
t stra
tegi
es a
s ne
eded
to p
rom
ote
accu
racy
and
iden
tify
erro
rs.
Som
e st
uden
ts fi
nish
bef
ore
othe
rs.
• A
ssig
n ta
sks
base
d on
stu
dent
read
ines
s •
Ass
ign
chal
leng
e op
tions
for s
tude
nts
who
fini
sh e
arly
•
Hav
e st
uden
ts w
ho fi
nish
pra
ctic
e te
achi
ng a
nd g
ivin
g ea
ch o
ther
feed
back
•
Giv
e st
uden
ts o
ppor
tuni
ties
to d
evel
op th
eir o
wn
idea
s fo
r exp
ansi
on o
r im
prov
emen
t St
uden
ts a
re ju
st re
adin
g th
e in
form
atio
n ra
ther
than
real
ly te
achi
ng
• R
aise
the
thin
king
leve
l of t
he ta
sk, s
o st
uden
ts re
ally
nee
d to
und
erst
and
the
info
rmat
ion,
exp
lain
and
sup
port
thei
r ide
as a
s th
ey
teac
h •
Ass
ure
that
the
info
rmat
ion
is d
evel
opm
enta
lly a
ppro
pria
te: r
eada
bilit
y le
vels
, prio
r kno
wle
dge,
vis
ual s
uppo
rt et
c.
• Li
mit
the
note
s us
ed, s
o st
uden
ts n
eed
to e
xpre
ss s
ome
of th
e id
eas
in th
eir o
wn
wor
ds.
• In
corp
orat
e di
vers
e m
odal
ities
into
the
teac
hing
Li
sten
ers
do n
ot d
emon
stra
te re
spec
t and
/or a
ctiv
e lis
teni
ng
• S
truct
ure
the
note
-taki
ng ta
sks
of th
e lis
tene
rs
• S
tude
nts
inco
rpor
ate
ques
tions
into
thei
r tea
chin
g •
Hol
d st
uden
ts a
ccou
ntab
le fo
r all
of th
e in
form
atio
n, b
ut b
e su
re a
ll ca
n ef
fect
ivel
y te
ach
his/
her p
art
• U
se g
roup
pro
cess
ing
stra
tegi
es to
hel
p de
velo
p a
clim
ate
of s
uppo
rt an
d co
llabo
ratio
n
Prep
ared
by
Jean
ette
Gor
don,
Illin
ois R
esou
rce
Cen
ter,
847-
577-
2748
22