1. Implementing Kagan Structures in Cooperative Learning Classrooms
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2. Common Teacher Practices/Thoughts
In the class, do you ask a question, let one child answer then move on?
Agree or Disagree with these statements (using Timed Pair Share):
A good class is a quiet class.
Keep your eyes on your own paper.
Sit quietly.
Talking is cheating.

3. Timed Pair Share Shoulder partners = person next to you
Face partners = person across from you
Timed Pair Share can be done with shoulder or face partners.
Teacher asks a question (put on board)
Teacher decides who will go first
Teacher gives think time to all
First student responds for a given amount of time (student must talk for whole time)
Second student paraphrases their answer and adds something to it/praises
Reverse roles.

4. What is Kagan’s cooperative learning?
A method of classroom instruction in which students work together in structured interactions (in teams - typically groups of four) that are based on four basic principles – PIES
Learning involves healthy noise
It’s OK to help your partner solve something
It’s OK to get up and see what others do
Most students learn things by verbalizing them and teaching them to others, not by writing them over and over.

5. Why Cooperative Learning?
If you are simply giving out a task and hoping that all students participate equally and get all of the work done, you are using group work, not cooperative learning.
Ensuring that you are structuring their interactions so that everyone is participating, relying on each other, working together and helping each other ensures that ALL students are gaining access to a great education.
If students are told “ok, you guys have 10 minutes to create this project. Go!” You cannot assure that each student is contributing or learning anything, nor can you make sure that all are being positively affected.

6. Kagan Structure

7. What are structures?
Structures are content-free, repeatable sequence of steps designed to give structure to the interaction of students with each other, the curriculum and/or the teacher.
Structures are designed with many purposes in mind – some are for teambuilding, some are for classbuilding and others are for mastery, guided practice, communication and thinking skills.

8. Simultaneous Interaction
Use frequent pair and team work
Have students share with a partner instead of calling on them one at a time
Have teams present to each other instead of one at a time
Use response boards or cards so that all students can show their answers
“What percent are overtly active at once?”

9. The simultaneous advantage
Teacher’s Goal
Sequential Structure
Simultaneous Structure
Distribute Supplies
Teacher or student gives out one at a time
Materials Monitor from each team distributes materials to teammates
Discuss Topic
One student at a time states their opinion
All students discuss their opinions in pairs
Form Teams
Teacher reads names and which team in order
Students find names on cards on team tables or stand up hand up pair up
Share Answers
Teacher calls one at a time
All students respond in Choral Response or on Answer Boards
Receive Help
Students raise hands and wait for teacher’s help
Student asks a teammate and receives immediate help

10. Things to Consider
Simultaneous Interaction works best if students are grouped heterogeneously by ability level
Try using the THREE BEFORE ME rule
Students must ask the three other people at their table for the answer before asking me. If no one knows it, all hands at the table go up.

11. Building your Classroom
Team building and Class building are the most important things to do before you try any structures!! (more about that at a different time)

12. SLANT

13. SLANT

14. Team Seating Options

15. Team Seating Arrangement

18. Working with a Partner

19. Examples of Kagan Structures

20. Round Robin

21. Rally Robin

22. Round Robin and Rally Robin
RallyRobin (mastery, thinking, communication) In pairs, students alternate generating oral responses. 1. Teacher poses a problem to which there are multiple possible responses or solutions. 2. In pairs, students take turns stating responses or solutions orally. Round Robin – same steps are followed with group of four.

23. Timed Pair Share

24. Fan & Pick

25. Fan N Pick
Fan-N-Pick (teambuilding, mastery, thinking, communication) Students play a card game to respond to questions. 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 out loud and allows five seconds of think time. 3. Student 3 answers the question. 4. Student 4 restates the answer. a. For right or wrong answers, Student 4 checks and then either praises or coaches. b. 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. 5. Students rotate roles one clockwise for each new round.

26. Quiz, Quiz, Trade

27. Quiz Quiz Trade Quiz/Quiz/Trade 1. Each student gets one card
2. Stand up, hand up, pair up
3. Partner A quizzes
4. Partner B answers
5. Partner A praises/coaches
6. Reverse roles and follow steps 3-5
7. Partners switch cards
8. Find a new partner
- Come up with fun ways to decide who goes first. Examples: hair color, birthday, shirt length, most traveled, biggest shoe size, most siblings, earliest bed time, etc.

28. Numbered Heads Together

29. Stand Up, Hand UP, Pair up

30. Find Someone Who…

31. Inside Outside Circle
Inside-Outside Circle (classbuilding, mastery, thinking, information sharing) In concentric circles, students rotate to face new partners and answer questions. 1. Students stand in two concentric circles, facing a partner. The inside circle faces out; the outside circle faces in. 2. Students use flash cards to ask questions of their partner, or they may take turns responding to a teacher question(s).

32. Inside Outside Circle
3. Partners switch roles: outside circle students ask, listen, then
praise or coach.
4. 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.”)

33. Round Table
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. 1. Students sit in teams of four. 2. Each student takes a turn drawing, pasting, or writing one answer to a query, as a paper and pencil are passed around the group. **Works well for assessing prior knowledge, practicing skills, recalling information, and creating cooperative art. *Rotating recorder: Students take turns recording each student’s response. Continuous Round Table – keep going until teacher calls time

34. Showdown
Showdown (teambuilding, mastery) 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. 1. 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. 2. The teacher selects one student in each group to be the Showdown Captain for the fist 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. 3. 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.

35. Showdown
4. When the teacher gives the Showdown signal, all team members will reveal their responses at once as they stand up. If not all answers are correct, the team will coach their team members until a consensus is reached.
5. Team members will celebrate and sit back down.
6. The student to the left of the Showdown Captain will become Showdown Captain for the next round.