Three-step Interview
Three-step interviews can be used as an ice breaker for team members to get to know one another or can be used to get to know concepts in depth, by assigning roles to students.
• Faculty assigns roles or students can "play" themselves. Faculty may also give interview questions or information that should be "found."
• A interviews B for the specified number of minutes, listening attentively and asking probing questions.
• At a signal, students reverse roles and B interviews A for the same number of minutes.
• At another signal, each pair turns to another pair, forming a group of four. Each member of the group introduces his or her partner, highlighting the most interesting points.
Roundtable
Roundtable structures can be used to brainstorm ideas and to generate a large number of responses to a single question or a group of questions.
• Faculty poses question.
• One piece of paper and pen per group.
• First student writes one response, and says it out loud.
• First student passes paper to the left, second student writes response, etc.
• Continues around group until time elapses.
• Students may say "pass" at any time.
• Group stops when time is called.
The key here is the question or the problem you've asked the students to consider. It has to be one that has the potential for a number of different "right" answers. Relate the question to the course unit, but keep it simple so every student can have some input.
Once time is called, determine what you want to have the students do with the lists...they may want to discuss the multitude of answers or solutions or they may want to share the lists with the entire class.
Focused Listing
Focused listing can be used as a brainstorming technique or as a technique to generate descriptions and definitions for concepts. Focused listing asks the students to generate words to define or describe something. Once students have completed this activity, you can use these lists to facilitate group and class discussion.
Example: Ask students to list 5-7 words or phrases that describe or define what a motivated student does. From there, you might ask students to get together in small groups to discuss the lists, or to select the one that they can all agree on. Combine this technique with a number of the other techniques and you can have a powerful cooperative learning structure.
Structured Problem-solving
Structured problem-solving can be used in conjunction with several other cooperative learning structures.
• Have the participants brainstorm or select a problem for them to consider.
• Assign numbers to members of each group (or use playing cards). Have each member of the group be a different number or suit.
• Discuss task as group.
• Each participant should be prepared to respond. Each member of the group needs to understand the response well enough to give the response with no help from the other members of the group.
• Ask an individual from each group to respond. Call on the individual by number (or suit).
One Minute Papers
Ask students to comment on the following questions. Give them one minute and time them. This activity focuses them on the content and can also provide feedback to you as a teacher.
• What was the most important or useful thing you learned today?
• What two important questions do you still have; what remains unclear?
• What would you like to know more about?
You can use these one minute papers to begin the next day's discussion, to facilitate discussion within a group, or to provide you with feedback on where the student is in his or her understanding of the material.
Paired Annotations
1. Students pair up to review/learn same article, chapter or content area and exchange double-entry journals (see below) for reading and reflection.
2. Students discuss key points and look for divergent and convergent thinking and ideas.
3. Together students prepare a composite annotation that summarizes the article, chapter, or concept.
Structured Learning Team Group Roles
When putting together groups, you may want to consider assigning (or having students select) their roles for the group. Students may also rotate group roles depending on the activity.
Potential group roles and their functions include:
• Leader - The leader is responsible for keeping the group on the assigned task at hand. S/he also makes sure that all members of the group have an opportunity to participate, learn and have the respect of their team members. The leader may also want to check to make sure that all of the group members have mastered the learning points of a group exercise.
• Recorder - The recorder picks and maintains the group files and folders on a daily basis and keeps records of all group activities including the material contributed by each group member. The recorder writes out the solutions to problems for the group to use as notes or to submit to the instructor. The recorder may also prepare presentation materials when the group makes oral presentations to the class.
• Reporter - The reporter gives oral responses to the class about the group's activities or conclusions.
• Monitor - The monitor is responsible for making sure that the group's work area is left the way it was found and acts as a timekeeper for timed activities.
• Wildcard (in groups of five) - The wildcard acts as an assistant to the group leader and assumes the role of any member that may be missing.
Send-A-Problem
Send-A-Problem can be used as a way to get groups to discuss and review material, or potential solutions to problems related to content information.
1. Each member of a group generates a problem and writes it down on a card. Each member of the group then asks the question to other members.
2. If the question can be answered and all members of the group agree on the answer, then that answer is written on the back of the card. If there is no consensus on the answer, the question is revised so that an answer can be agreed upon.
3. The group puts a Q on the side of the card with the question on it, and an A on the side of the card with an answer on it.
4. Each group sends its question cards to another group.
5. Each group member takes ones question from the stack of questions and reads one question at a time to the group. After reading the first question, the group discusses it. If the group agrees on the answer, they turn the card over to see if they agree with the first group's answer. If there again is consensus, they proceed to the next question. If they do not agree with the first group's answer, the second group write their answer on the back of the card as an alternative answer.
6. The second group reviews and answers each question in the stack of cards, repeating the procedure outlined above.
7. The question cards can be sent to a third, fourth, or fifth group, if desired.
8. Stacks of cards are then sent back to the originating group. The sending group can then discuss and clarify any question
Variation: A variation on the send a problem is to use the process to get groups to discuss a real problem for which there may be no one set answer.
1. Groups decide on one problem they will consider. It is best if each group considers a different problem.
2. The same process is used, with the first group brainstorming solutions to a single problem. The problem is written on a piece of paper and attached to the outside of a folder. The solutions are listed and enclosed inside the folder.
3. The folder is then passed to the next group. Each group brainstorms for 3-5 minutes on the problems they receive without reading the previous group's work and then place their solutions inside the folders.
4. This process may continue to one or more groups. The last group reviews all the solutions posed by all of the previous groups and develops a prioritized list of possible solutions. This list is then presented to the group.
Value Line
One way to form heterogeneous groups, is to use a value line.
1. Present an issue or topic to the group and ask each member to determine how they feel about the issue (could use a 1-10 scale; 1 being strong agreement, 10 being strong disagreement).
2. Form a rank-ordered line and number the participants from 1 up (from strong agreement to strong disagreement, for example).
3. Form your groups of four by pulling one person from each end of the value line and two people from the middle of the group (for example, if you had 20 people, one group might consist of persons 1, 10, 11, 20).
Uncommon Commonalities
Uncommon Commonalities can be used to foster a more cohesive group.
• Groups get together and first list individual things about themselves that define them as people).
• Groups then discussed each item, finding things that 1, 2, 3, or 4 of them have in common.
• When the group finds an item that all of them have in common, they list that item under 4; when they find something that 3 of them have in common, the list that item under 3, etc.
Team Expectations
Some of the common fears about working with groups include student fears that each member will not pull their weight as a part of the group. Students are scared that their grade will be lower as a result of the group learning vs. learning they do individually. One way to address this issue is to use a group activity to allow the group to outline acceptable group behavior. Put together a form and ask groups to first list behaviors (expectations) they expect from each individual, each pair and as a group as a whole.
Groups then can use this as a way to monitor individual contributions to the group and as a way to evaluate group participation.
Double Entry Journal
The Double Entry Journal can be used as a way for students to take notes on articles and other resources they read in preparation for class discussion.
• Students read and reflect on the assigned reading(s).
• Students prepare the double entry journal, listing critical points of the readings (as they see them) and any responses to the readings, in general, or specific critical points.
• Students bring their journal notes to class
• Once in class, students may use their double entry journal to begin discussion, to do a paired annotation, or for other classroom and group activity.
Guided Reciprocal Peer Questioning
The goal of this activity is to generate discussion among student groups about a specific topic or content area.
• Faculty conducts a brief (10-15 minutes) lecture on a topic or content area. Faculty may assign a reading or written assignment as well.
• Instructor then gives the students a set of generic question stems.
• Students work individually to write their own questions based on the material being covered.
• Students do not have to be able to answer the questions they pose. This activity is designed to force students to think about ideas relevant to the content area.
• Students should use as many question stems as possible.
• Grouped into learning teams, each student offers a question for discussion, using the different stems.
Sample question stems:
• What is the main idea of...?
• What if...?
• How does...affect...?
• What is a new example of...?
• Explain why...?
• Explain how...?
• How does this relate to what I've learned before?
• What conclusions can I draw about...?
• What is the difference between... and...?
• How are...and...similar?
• How would I use...to...?
• What are the strengths and weaknesses of...?
• What is the best...and why?
Jigsaw
1. Students are divided into 5- or 6-person jigsaw groups. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.
2. The day's lesson Divide into 5-6 segments. Assign each student to learn one segment, making sure students have direct access only to their own segment.
3. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
4. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
5. Bring the students back into their jigsaw groups.
6. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.
7. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
Tips on Implementation
Compared with traditional teaching methods, the jigsaw classroom has several advantages:
• Most teachers find jigsaw easy to learn
• Most teachers enjoy working with it
• It can be used with other teaching strategies
• It works even if only used for an hour per day
• It is free for the taking
Think-pair-share
1. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few just to thin about the question. The thinking skill is used
2. By Using designated partners nearby neighbours, or a deskmate, students pair up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.
3. After students talk in pairs for a few moments, the teacher calls for pairs to share their thinking with the rest of the class. She can do this by going around in round-robin fashion, calling on each pair; or she can take answers as they are called out (or as hands are raised). Often, the teacher or a designated helper will record these responses on the board or on the overhead.
6. Group investigation
1. Students are assigned or decide on the topic for investigation.
2. Students divide the investigation into smaller parts.
3. Each student is responsible for researching one of the subtopics.
4. Students come together as a group and share their information.
5. Students synthesize information to produce an end product.
6. Each group member participates in the class presentation.
Teams-games-tournaments
1. Divide the class into teams of four or five. A class of 29 would have 5 teams of 5 and one team of 4.
2. Distribute the Practice version of the test to each student and instruct them to answer the questions cooperatively as a team, ensuring that all team members understand how each answer was obtained. The intention is to lift the overall team performance.
3. Display a copy of the answers on the OHP or data projector and get each team to check their answers and resolve any issues with their answers.
4. Ask the students to sort there team on the basis of their understanding of the topic from very good understanding (A students) to poor understanding (E students). The team of 4 students will only have A to D students.
5. Regroup and seat the entire A students in one area of the room, B students in another area etc.
6. Give out the Test version questions to each student and instruct them to individually answer the questions under formal test conditions.
7. Display a copy of the answers on the OHP or data projector and get each student to mark their answers and then to rank themselves amongst the group of students they are grouped with. That is, the A students will rank themselves from best to worst score. The student with the best score is given a score of 5` points while the student with the lowest score is given a score of 1 point. Students with equal scores receive the same number of points (e.g. the points distribution could be 5, 4, 4, 4, 1 if three students have the same score). If there are only four students in a group, the scores will range from 5 to 2 points.
8. The students recombine into their original teams and total their scores with the largest score winning. Any team with less than 5 students adds the average grade for the team to their score.
Numbered head
1. Students are placed in groups and each person is given a number (from one to the maximum number in each group).
2. The teacher poses a question and students discuss to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group.
3. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.
Match mine
1) Give a handful of objects to both partners. Partner 1 puts up a partition and creates something with the objects.
2) When done, partner 1 gives verbal clues to partner 2--trying to help them recreate the same design. Give a sharing topic or question to the group. Give think time. Make a line and have the class fold in half, so everyone has a partner. You can see the timekeeper at the end (used for odd number of students).
3) Give a certain amount of time (30 sec. to 1 min.) and let partners share. At the end of the time, ONE line rotates to the next person, the other line stays still. Do as many times as you want. Use random call cards/sticks to let students give responses, then call on a few more that really want to share.
Corners:
This structure is designed to allow participants to get to know themselves and each other better. It can be used as a content-related class builder or used after a lesson as a review. The steps are:
a. The facilitator announces the corners - which state they would like to visit .
b. Participants think about their choices.
c. They write down their choices on a piece of paper.
d. They go to the corner of their choice.
e. They talk with others in the corner about why they chose it.
f. A spokesperson from the corner shares with the whole group why they chose it.
g. After hearing all of the reasons, participants can then change corners.
h. Participants return to their tables and review their reasons.
6. Acting
It could be held in the class or out side the classroom. The student may memorize the topic taught while acting. The action would support the students’ memory
1. Students are divided into a group of five.
2. Each group is given a topic related to the lesson.
3. Time is given for the students to discuss and plan their story line related to the lesson.
4. A group is chosen to come in front of the class and present their work trough the story made.
5. The rest of the student are required to listen observe.
6. After the first group is done, the turn rotates to the next group.
