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“Its not what they learn..... It is how they learn it!”

1. Put your technology away! You are about to be engaged.
2. Pick up a white board and marker. Take them back to your seat with you. 3. Using your marker, draw four equal parts on your board like this example. 4. Give each box a small number 1-4 in the top left corner. Hold up your board when you are finished and sit quietly.

You have 45 seconds to write about a fun time in your life that you’d like to revisit in box #1. When you hear the music start playing, mix around the room quietly until the music stops. Begin writing!

Pair up with the person closest to you and give them a high five
Pair up with the person closest to you and give them a high five. If you haven’t found a partner raise your hand to find someone to share with.

I am going to give you some “think time” on this next one
I am going to give you some “think time” on this next one. Question 2: What do you want your students to achieve this year? When you hear me clap my hands, begin writing your answer. You have 45 seconds.

“MIX”

“PAIR”

“SHARE”

Think about how education has changed
Think about how education has changed. When I snap my fingers, begin writing in box #3. Stop writing when you hear the music begin.

“MIX” Students are walking around while music plays for 15 seconds

“PAIR” Students high five a partner and stands next to them.
Who ever does not have a partner hand still rises until they find someone.

“SHARE” Discuss their findings for 30 seconds.

what you like to do in your free time something unique about you
In box #4 you will write one complete sentence for each of the following: about your family what you like to do in your free time something unique about you You may have some “think time”. Listen for my cues.

“MIX”

“PAIR”

“SHARE”

You just completed a Kagan Structures activity called
Congratulations! You just completed a Kagan Structures activity called “Mix-Pair-Share.” Quickly find your seat and gather your stuff because you will be moving a lot today!

Ask yourself these questions....
Do you want your students to be more engaged in class? Do you want your students to have higher test scores? Do you want to improve your students’ self-esteem?

Why is engagement such a hot topic?
Cooperative learning results in low kids making gains. EVERYONE is engaged-closing the gap. Why is engagement such a hot topic? Turn to someone next to you and respond.

“We have a choice. We can call on one or two students in the same amount of time we can call on everyone.” ~Dr. Spencer Kagan

Then repeat until everybody has a number.
At this time, please stand and count off. Starting with number 1 up to number 4. Then repeat until everybody has a number. Thank you!

Four Corners All ones go to corner one. All twos go to corner two. All threes go to corner three. All fours go to corner four. Discuss your roles. When I ring the bell, find your table and make your team board.

Kagan Collaborative Learning Teams
You are the Coach – helps team members and answers questions. Recorder – writes the answers for the group and is the spokesperson. Material Manager – gets things for the group, sharpens pencils, scissors and passes out papers (buys lunch and gets coffee). Quiet Captain – keeps table quiet and also watches the time.

Coach 1 - A Recorder 2 - B Material Manager 3 - B Quiet Captain 4 - A
Face Partner Material Manager 3 - B Quiet Captain 4 - A Shoulder Partner

3B. Material Manager: Jorge 4A. Quiet Captain: Maria
1A. Coach: Suzy 2B. Recorder: Bob KAGAN TEAM:___ The Dragon slayers 3B. Material Manager: Jorge 4A. Quiet Captain: Maria

COOPERATIVE LEARNING & STUDENT ENGAGEMENT
Presenter: Mr. William A. Martin

Agenda Introduction – 8:00 to 8:30 am
Who/What is Kagan? – 8:30 to 9:00 am Kagan Concepts – 9:00 to 10:00 am Break – 10:00 to 10:15 am Kagan Structures Part 1 – 10:15 to 11:30 Lunch – 11:30 to 12:00 pm Kagan Structures Part 2 – 12:00 to 1:00 pm

Group Agreements Be friendly Be open minded Quiet cell phones Minimum side bar conversations Have lots of fun Clean up your area

Introduction to Cooperative Learning
What is Kagan? Who is Kagan? Part 1 What is Cooperative Learning? Part 1 Part 2 Part 3

Six Key Elements To Cooperative Learning
Teams Will to Cooperate Cooperative Management Skill to Cooperate Four Basic Principles Cooperative Structures

What is a cooperative team?
Concept 1: Teams What is a cooperative team? Strong, positive team identity Four members Endures over time Heterogeneous

Concept 1: Teams How are teams formed? Which one is best?
Variety of methods Friendships or interests Random teams Teacher assigns students to teams Heterogeneous - maximize the probability of peer tutoring and improving cross-race and cross-sex relations

Concept 1: Teams What is the best way to form teams? Each team member writes their thoughts on a 3 x 5 card. (1 min) Use the Round Robin technique. (4 mins) Reporters will report out from your groups.

Concept 1: Teams What are some problems with other methods? Use Time-Pair Share video Random: The luck of the draw can put four low achievers on the same team Friends Choose: Classroom management problems, leaving someone out

Concept 1: Teams Four members per team Allows pairs work
How big should teams be? Four members per team Allows pairs work Teams of more than four do not lend themselves to enough participation and they are harder to manage

What is Group Work? Students form a group. (usually 4)
Each person has a “job”. (reporter, materials collector, captain or coach, recorder, quiet captain or bouncer.) Watch to see if Students are only concerned with “their job” and do not participate the entire time. (easy for them to hide) Check to see if “All” students are engaged Learning is not equal (one person may tend to do all or most of the work)

WHAT IS COOPERATIVE LEARNING?
What does cooperative learning look like? Students are working in teams that display: P- Positive Interdependence (on the same side, same goals) I- Individual Accountability (student’s can’t hide) E- Equal participation (equal status) S- Simultaneous Interaction (engagement)

From Traditional to Cooperative Learning
“A good class is a quiet class.” “Learning involves healthy noise.” “Keep your eyes on your own paper.” “Help your partner solve it.” “Sit quietly.” “Get up and look at what others did.”

I know.. You hate it already!
We’ve already heard every line in the book….. How can I cover the curriculum if I allow time for student discussion, team building, and silly sports energizers during my class? Where does cooperative learning fit into my lesson plan? What do I do with students who are frequently absent or pulled out? Some students refuse to work with others. What should I do? Aren’t we just using high achievers to work with low achievers?

ANSWERS TO FREQUENTLY ASKED QUESTIONS…..
How can I cover the curriculum? Stop talking on a regular basis and let the students do the talking. We retain a great deal of what we say rather than what we hear. It is through discourse and interaction of different ideas that students construct meaning.

Where does cooperative learning fit into my lesson plan? By incorporating a few simple and quick learning structures into each lesson. What do I do with students who are frequently absent or pulled out? Spread around the most frequently pulled out or absent students. When the students leave form groups of four of remaining students. Teammates are responsible for explaining what was missed. Set up homework buddies and have a place set up for students to get there work when they return without interrupting the teacher.

Some students refuse to work with others. What should I do? You cannot make a student cooperate, but you can certainly make the learning attractive enough. Sooner or later the “refuser” will want to join the group. *This is a goof chance to use “team building” structures to build social skills.

Aren’t we just using high achievers to work with low achievers? No! Research says high achievers do as well or better in cooperative learning classrooms as they do in traditional classrooms High achievers get a chance to tutor at times, therefore they are “explaining”. Every teacher knows as we teach, we learn. What is ENGAGEMENT? video

How can I start incorporating Cooperative Learning in my classroom?
A few easy structures to start with: . * Remember to give students a gambit to say their partner Mix-Pair-Share (use with music, students are up and moving) What do you do to get rid of stress? Timed Pair Share (teacher sets time limits) What is the best/worst thing about your classroom or school? Rally Robin (used for naming things, student’s are in pairs) What are the steps in starting a car?

How can I start incorporating Cooperative Learning in my classroom?
A few easy structures to start with: . * Remember to give students a gambit to say their partner Round Robin (each students shares, set equal time for each student ex. 30 seconds) video Where is the closet place to get some good food near this school? Think –Write Round Robin (each student shares, set equal time for each student) What are the names of the planets in our solar system?

Round Robin Ideas…… Teambuilding Fun after school activities
Favorite TV Programs Ways to spend money What are some things know one knows about you? Favorite Food Favorite Vacation Spot Favorite Sport Favorite Video Games Favorite Weekend Activity Content Naming parts of a PE activity. Multiplication Tables Give examples of : Cause and effect Compare and Contrast Name adjectives Summarizing the lesson Questions to begin the lesson Why were the Timcuan people important to early Florida civilization?

Team Building vs. Class Building
Fun Non-Academic Easy enough for the lowest student Class Building Students are standing Academic or fun Interacting with others

Task and Transfer Choose one of the Kagan Cooperative Learning Strategies learned to today and incorporate it in your lessons for the next week. your buddy and tell them how you used your strategy. CC: Mr. W. Martin as well. He will be collecting data to track our integration of cooperative learning.

Resources Cooperative Learning, July 2007
Kagan Structures, September, 2009 Cooperative Learning, July 2007 Dr. Spencer Kagan, Miguel Kagan, Kagan Cooperative Learning, Kagan Publishing, 2009

Here are some Helpful Kagan Videos
0sbiRE Duas 2AMk

Concept 3: Cooperative Management
Room Arrangement Quiet Signal Teacher and Student Modeling Manageable Noise Level Efficient Distribution of Materials Class Rules and Procedures

Room Arrangement On a 3 x 5 card design your classroom. Share with your shoulder partner. (A + B) Share with your face partner. (A-A, B-B) Do a “Think-Write-Round Robin, by sharing your design one at a time to the group. Think-Write-Round Robin Video.

Quiet Signal Raised Hand means to stop talking. Focus fully on the Teacher. No talking, no working, no movements. Signal others. (Check yourself thumb) Should take about 3 to 5 seconds. Say “Thank you” after the signal. Try not to parrot or repeat signal often.

Teacher and Student Modeling (video) Have a team model the behavior. Each Quiet Captain stand and demonstrate your Quiet Signal. Each Coach stand and tell us what is each team member’s name and their role. Each Material Manager give a thumbs up or thumbs down if you have all your materials.

Manageable Noise Level Discuss with your shoulder partner how much noise can you tolerate in your classroom. Should a classroom be very quiet with students sitting in a chair, noisy with students visiting other students engaged in learning, out of control with students not focused on the lessons, but having a lot of fun?

Efficient Distribution of Materials How would you organize your student materials? Use the Rally Robin structure for this discussion. Rally Robin video. Organizing Student material video.

Class Rules and Procedures Ready Rule – Come to class ready to learn Respect Rule – Respect the rights and property of others. Request Rule – Ask for help when needed Offer Rule – Offer help to others Responsibility Rule – Strive to act responsible at all times.

Concept 4: Skill to Cooperate
Developing Social Skills Modeling Structures video Engaging video Role-playing video Social Skill video

Concept 5: Basic Principles
Four Basic Principles to Cooperative Learning (PIES) video Positive Interdependence Individual Accountability Equal Participation Simultaneous Interaction

Positive Interdependence Weak Forms: The success of each team member is likely to contribute to success of others The success of teams is likely to be facilitated by success of individual members Intermediate Forms: The success of each team member contributes to success of all teammates, but a team member could succeed on own The success of a team is facilitated by the success of each member, but team could succeed without success or contribution of every member

Positive Interdependence Strong Forms: The success of every team member is not possible without success/contributions of each The success of a team is not possible without success or contribution of each member

Individual Accountability Students can be made individually accountable by having each student receive a grade on his/her portion of the team project Each student responsible for a unique portion of a team learning product Whatever the form of individual accountability, the contribution of each individual is made known to the team

Equal Participation Shy and weaker students are given equal time. No student can fall between the cracks. When structures are in place, we can truly say, “No child is left behind.”

Simultaneous Interaction Distribute Supplies: Materials Monitor from each team distributes materials to teammates Discuss Topic: All students discuss views in pairs Form Teams: Students simultaneously look for names on tables Share Answers: All students engage in choral response Receive Help: Students ask a teammate and receive immediate help

The Kagan Structures Part 1
Cooperative Learning Strategies: Teacher Tools to Construct Learning 15 Minute Break!!! 10:15 to 10:30 am

Cooperative Structures video
Agreement Circles Students stand in a large circle, then step to the center in proportion to their agreement with a statement by a student or teacher.

Cooperative Structures video 2
Blind Sequencing (info) Students sequence all pieces without peeking at the pieces of teammates.

Circle-the –Sage (video) Students who know, stand to become sages; teammates each gather around a different sage to learn. Gives your brilliant students a time to shine. Students return to teams to compare notes.

Corners (video) Students pick a corner, write its number, go there, interact with others with same corner choice in a Rally Robin or Timed Pair Share. Here are the corners for today: Shopping – corner 1 Sports – corner 2 Food – corner 3 Travel – corner 4

Fan-N-Pick (video) Played with higher-level thinking Q cards. #1 fans, #2 picks, #3 answers, #4 praises. Students then rotate roles.

Find My Rule The teacher places items in a frame (two boxes, Venn, on a line); students induce the role. Put stuff in a couple of containers and have students brainstorm in a Rally Robin or Round Robin why they are in there. Two Box Induction What’s My Line Crack My Venn

Find My Rule One of the most important truth-seeking structures is Find My Rule. In Find My Rule the teacher places items into a graphic organizer without telling students the categories of the organizer. The simplest form is simply placing pictures, words, or objects in one of two boxes. The students work together using RallyRobin and RoundRobin to generate and test hypotheses about the rule the teacher is using to place the objects. Find My Rule has students practice the inductive thinking of a scientist who observes the world and generates and tests hypotheses about how the world works. When Find My Rule becomes a habit of mind, students become truth seekers.

Find Someone Who (video) Students circulate, finding others who can contribute to their worksheet. People Hunt: Students circulate, finding others who match their own characteristics. Fact Bingo: Find someone who played on bingo worksheet.

Find the Fib (video) Teammates try to determine which of three statements is a fib. Write three things about you. Two that are true and one that is a fib. Do a Round Robin starting with the Coach. Fact or Fiction: Teammates try to determine if a statement is true or false.

Flashcard Game (video) Flashcards in pairs, with rounds progressing from many to no clues

Cooperative Structures
Formations Students stand together as a class to form shapes. Look at Page 153 to 155 in Kagan Teambuilding book. Form a Square Form a Circle Form a Right Angle Make the word “Boat”. Make the letter “A”.

Four “S” Brainstorming (page 2 in Team building book) Sultan of Silly, Synergy Guru, Sergeant Support, and the Speed Captain play their roles as they quickly generate many ideas which are recorded by Synergy Guru. Think Pad Brainstorming: No roles. Students generate items on think pad slips, announcing them to teammates and placing them in the center of the table.

Idea Spinner (video) Spin Captain “Shares an Idea” or “Quizzes a Pal” to Summarize, Evaluate, Explain, or Predict. The Spinner (Go!)

Inside/Outside Circle (video) Students in concentric circles rotate to face a partner to answer the teacher’s questions or those of the partner. What Structure do like the best? Form and Inside/Outside Circle Mr. Martin does this a lot outside of his classroom. College (Video) Elementary (Video)

Jigsaw Problem Solving (video) Each teammate has part of the answer or a clue card; teammates must put their info together to solve the team problem. Problem: You are getting married on a limited budget. Write on a 3 x 5 card three steps to solve this problem. Then cut into three strips. Place them on the table in manner you thing would logically solve the problem.

Line Ups (smallest to tallest) video Students line up by characteristics, estimates, values, or assigned items. Value Lines: Students line up as the agree or disagree with a value statement. Folded & Split Line Ups: Students fold the Line Up or Split and Slide it to interact with someone with a different point of view, characteristic, or estimate.

Lyrical Lessons (video) Students write and/or sing songs based on curriculum, often to familiar tunes Are there any brave volunteers?

Match Mine A’s find a library book and open to an interesting picture. Stand book up, picture facing B’s. Receivers arrange objects to match those of Senders whose objects are hidden by a barrier. Draw-What-I-Say: Receiver (B’s) draws what (A’s) sender describes. 4 minutes. Stop, Check, Congratulate, and Switch roles. Build-What-I-Write: Receiver constructs what Sender has described in writing.

Mix-Freeze-Group Students rush to form groups of a specific size, hoping not to land in “lost and found.” Form groups of twos. Form groups of threes. Form a girl/boy group. Form a tall/small group. Two boys, three girl group 2 basket balls, one baseball.

Mix-Pair-Discuss (video) Students pair with classmates to discuss question posed by the teacher. Use the 250 questions (5 minutes)

Mix-N-Match (video) Students mix, then find partners with the matching card. Write two words that are similar on a card, cut in two and put in pile. Snowball: Students toss crumpled papers over imaginary volleyball net, stop, pick up a snowball, then find the person with the matching “snowball.”

Numbered Heads Together (Video) Students huddle to make sure all can respond, a number is called, the student with that number responds. Paired Heads Together: Students in pairs huddle to make sure they both can respond, an “A” or “B” is called, the student with that letter responds.

One Stray (250 questions) The teacher calls a number; students with that number “stray” to join another team, often to share. Two Stray: Two students stray to another team, often to share and to listen. Three stray: Three students stray to another team, often to listen to the one who stayed to explain a team project. You need more than one team to do this activity!

Pairs Check (video) Students work first in pairs each doing a problem and receiving coaching and praise from their partner; then pairs check and celebrate after every two problems.

Pairs Compare (video) Pairs generate ideas or answers, compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had.

Paraphrase Passport Students can share their own ideas only after they accurately paraphrase the person who spoke before them. A’s listen to B’s response to a question. B’s repeat back what A’s just said. If A’s agrees to your paraphrase, then B’s can tell A’s the answer to next question. 4 minutes (250 questions) A’s and B’s write down question.

Partners Pairs work to prepare a presentation, then present to the other pair in their team. Shoulder partners, make a short presentation on how to form a 4 student Kagan team.

Poems for Two Voices (video) Partners alternate reading “A” and “B” lines of a poem, and read “AB” lines together in unison. Songs for Two Voices: Partners alternate singing “A” and “B” lines of a song, and sing “AB” lines together in unison.

Q-Spinner (Go!) Students generate questions from one of 36 prompts produced by spinners. Instead of names, type an interesting topic.

Rally Robin (video) Basic Structure Students in pairs take turns talking. Steps on how to get to your favorite place to eat from your seat in the library, to your car, and directions down each street. What did you eat? Rally Toss: Partners toss a ball (paper wad) while doing Rally Robin.

Rally Table (video) Students in pairs take turns writing, drawing, pasting. (2 papers, 2 pencils per team) Write the nine planets of our solar system in the correct order from the sun. Pass-N-Praise: Students in pairs take turns writing and hand their paper to the next person only after receiving praise.

The Planets of Our Solar System

Lunch Break from 11:30 – 12:30

Kagan Part 2: (12:30 to 1:30 pm) Cooperative Structures
Reading Boards (video) Students manipulate game pieces relating to the song as they sing along. Make a farm animal on a card and place in pile. Recorders will sing Old McDonald Song and point to a team member. Team member picks up card and sings the animal call into the song.

Rotating Review (Post its on Walls) Teams discuss topic; chart their thoughts; rotate to the next chart to discuss and chart their thoughts. Rotating Feedback: Teams discuss, then chart their feedback to another team’s product; then rotate to do the same with the next team.

Round Robin (video) Basic Structure Student in teams take turn talking Turn Toss: Students toss a ball (paper wad) while doing Round Robin. Think-Write-Round Robin: Students think, then write before the Round Robin.

Round Table (video) Students in teams take turns writing, drawing, pasting. (1 paper, 1 pencil per team) Rotating Recorder: Students take turns recording team responses. Simultaneous Round Table: Round Table with more than one recording sheet passed at once. (4 papers, 4 pencils per team)

Sages Share Students Think Pad Brainstorm ideas, and each initial those ideas they can explain. Then students take turns interviewing the “sages” – those who can explain an idea they don’t understand. Question: Where does the Universe end? What is after that? Discuss with shoulder partners 2 minutes. Students get up and ask the Sages next.

Same – Different Students try to discover what’s the same and different in two pictures, but neither student can look at the picture of the other.

Send-A-Problem (Use 3 x 5 card) Teammates make problems which are sent around the class for other teams to solve. Trade-A-Problem: Teammates make problems which are traded with another team to solve.

Showdown (video) Teammates each write an answer, then there is a “showdown” as they show their answers to each other. Teammates verify answers. Write questions on 3 x 5 card and pile face down in center of table. Each member get a white board and marker. Take turns reading a card, then everybody write their answer on board without showing it. Then all four members show their boards at the same time. SHOWDOWN. Discuss the group’s answers.

Similarity Groups Students form groups based on a commonality. Most keys. Lives inland or by water. Drives car, truck, bike, or bus. Teaches indoors or outdoors. New teacher, mid career, almost retired. Hungry, sleepy, bored, excited, sad, etc Class size less than 10, close to 30, more than 30.

Spend-A-Buck Each student has four quarters to spend on two, three, or four items. The item with the most quarters is the team choice. Question: What are four items that our students need to learn before going to High School?

Spin-N-Think (Kagan spinner video) Students follow a thinking trail (Read Q, Answer Q, Paraphrase & Praise, & Discuss). At each point on the trail a student is randomly selected to perform after all students have had think time. Spin-N-Review: Students review questions by following a trail (Read Q, Answer Q, Check Answer, Praise or Help).

Stir-the-Class (video) Teams stand in circle around room, huddle to discuss a question from the teacher, stand shoulder to shoulder when they have their answers, rotate to next team when their number is called to share their answer, and join the new team for next question.

Talking Chips (video) Students place their chip in the center each time they talk; they cannot speak again until all chips are in the center and collected. Gambit Chips: Like Talking Chips but chips contain gambits (things to say or do): For examples, Affirmation Chips contain praisers; Paraphrase Chips contain gambits for paraphrasing. Response Mode Chips: Like Talking Chips but chips contain response modes: For examples, Summarizing, Giving an Idea, Praising an Idea.

Team Chants Teammates come up with words and phrases related to the content, then come up with a rhythmic chant often with snapping, stomping, tapping, and clapping. Make your team chant.

Team Interview (Page 200 and 201 in the Teambuilding book.) video Students are interviewed, each in turn, by their teammates.

Teammates Consult For each of a series of questions, students place pens in cup, share and discuss their answers, and then pick up pens to write answer in own words.

Team-Pair-Solo Students solve problems first as a team, then as a pair, finally alone.

Team Stand-N-Share All teams stand. Teams share ideas and record ideas from other teams. Teams sit when all ideas are shared and continue to record until all teams sit.

Team Statements Students think, discuss in pairs, write an individual statement, Round Robin individual statements, and then work together to make a team statement they can all endorse more strongly than their individual statements.

Team Word-Web (video) Students write the topic in the center, Round Table core concepts, then free-for-all supporting elements, and bridges. Students each use a different color pen or marker for individual accountability and to ensure equal participation. Team Mind Map: Students draw and label the central image, brainstorm, draw, and label main ideas radiating out of the central image, and finally add details using colors, images, branches and key words.

Telephone (video) One student leaves the room. The teacher teaches the remaining students. The absent student returns and is taught by teammates, and later takes a quiz. Mr. Martin’s Telephone version is to make a small phrase on a 3 x 5 card and whisper it in the ear of a student. Circle formation is best! That student must whisper the phrase to the next student until entire class has heard the telephone message from mouths to ears. The last student writes what he/she heard on the board. Teacher verifies for accuracy.

Think-Pair-Share (video) Basic Structure Students think about their response to a question, discuss answers in pairs, and then share their own or partner’s answer with the class. Think-Pair-Square: Same except students share their answers with teammates rather than with the class.

Three-Pair-Share (250 questions) Students share on a topic three times, once with each of their teammates.

Three-Step Interview (video) Students share with a partner, the partner shares with them, and then they Round Robin share their partner’s response with the other teammates.

Timed Pair Share (video) Basic Structure Students share with a partner for a predetermined amount of time and then the partner shares with them for the same amount of time.

Who Am I? Students attempt to determine their secret identity (taped on their back) by circulating and asking “yes/no” questions of classmates. They are allowed three questions per classmate (or unlimited questions until they receive a no response). They then find a new classmate to question. When the student guesses his/her identify, he/she becomes a consultant to give clues to those who have not yet found their identity.

Cooperative Structures: Effective Instruction
Phase 1: Focus Agreement Circles; Corners; Find My Rule; Four S Brainstorming; Line Ups; Mix-Pair-Discuss; Q-Spinner; Rally Robin; Rally Table; Round Robin; Round Table; Similarity Groups; Talking Chips; Team Interview; Think-Pair Share/Square; Three-Step Interview.

Phase 2: Construction Circle the Sage; Partners; Round Robin; Round Table; Sages Share; Team-Pair-Solo; Team Stand-N-Share; Telephone; Draw What I say; Fan-N-Pick; Find Someone Who; Find the Fib; Flashcard Game; Idea Spinner; Inside/Outside Circle; Jigsaw Problem Solving; Line Ups; Match Mine; Mix-Freeze-Group; Mix-N-Match; Numbered Heads Together; Pairs Check; Pairs Compare; Poems & Songs for Two Voices; Rally Robin; Rally Table; Reading Boards; Rotating Review; Round Robin; Round Table; Send-A- Problem; Showdown; Spin-N-Review; Stir-The-Class; Teammates Consult; Team-Pair-Solo; Team Word- Web;Telephone.

Phase 3: Assessment Blind Sequencing; Match Mine; Same-Different; Agreement Circles; Corners; Fan-N-Pick; Idea Spinner; Inside/Outside Circle; Lyrical Lessons; Mix-Pair- Discuss;Paraphrase Passport; Rotating Review; Round Robin; Round Table; Similarity Groups; Spin-N-Think Talking Chips; Team Interview; Team Statements; Team Word-Web; Think-Pair-Share/Square; Three-Step Interview; Timed Pair Share.

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