1. Cooperative learning in the classroom. Session 2
Learning Intentions:
To understand the basic principles of Kagan Structures .
To generate some practical ideas for effective cooperative learning in the classroom.

2. Which Kagan strategies have you used since the first session?
stand up, hand up, pair up!
Hand up, stand up, pair up.
Key words
engagement collaboration accountability differentiation

3. HOW TO COACH
Tip
Tell
Explain

4. Learning Intentions:
To understand the basic principles of Kagan.
To generate some practical ideas for effective cooperative learning in the classroom.
P Positive Interdependence I Individual Accountability E Equal Participation S Simultaneous Interaction
Key words
engagement collaboration accountability differentiation

5. Numbered Heads Together
Divide the students into groups of four and give each one a number from one to four. ( Seating Plan)
Pose a question or a problem to the class.
Have different numbered students ( 1-4) gather to think about the question and to make sure everyone in their group understands and can give an answer. Students return to original groups.
Ask the question and call out a number at random.
The students with that number raise their hands, and when called on, the student answers for his or her team.
Questions can be targeted at specific students if numbers are allocated to students e.g. using Kagan seating plan.
Useful for assessing factual knowledge in advance of an assessment.
Questions that require more reasoned answers can be posed as students become familiar with the activity.

6. Which formula is used to calculate the area of a circle?
2. Who wrote To Kill a Mocking Bird?
Harper Lee
3. What is the word equation for photosynthesis?
carbon dioxide + water (+ light energy) → glucose + oxygen
4. In which year was the Cuban Missile Crisis?
1962
5. In religion, what is meant by the term ‘natural evil’?
Suffering caused by humans acting in a way that is considered morally wrong e.g., bullying, murder, rape, theft or terrorism
Reasoned Answers, short and sharp factual recall
In advance of a test

7. Review

8. Instant Star
Divide the students into groups of four and give each one a number from one to four.
Pose a question or a problem to the class.
Students write down their answers independently.
Ask the question and call out a number at random.
The students with that number stand and read out their answer to their team.
The teacher reveals the answer.
The team praises or coaches.

9. 4. How many seconds in a World Cup match?
1. Which three countries in the World Cup finals have the biggest population?
USA, Brazil, Nigeria
2. Which coconut-based product is being used for the first time in a World Cup and why?
Vanishing spray – stops the wall encroaching on the free kick
3. How many Spanish speaking countries are participating in the World Cup?
Nine – Argentina, Chile, Columbia, Costa Rica, Ecuador, Honduras, Mexico, Spain, Uruguay.
4. How many seconds in a World Cup match?
5400
5. ‘Football’s coming home’ was the English World Cup Song in which year?
1998 (was the Euro 1996 song too)

10. Review

11. How do you make a cup of tea?
Rally Coach
Partners take turns solving a problem. Whilst one solves the other coaches.
Teacher assigns problems to solve. Partner A solves and partner B coaches (Tip, Tip, Tell, Explain)
Partners swap with a new problem to solve.
Useful for any process or procedure with a definite right/wrong.
E.g. Solve multi-step word problems in maths; change each decimal into a simplified fraction.
How do you make a cup of tea? .
More able students do the coaching first

12. How do you calculate an average of:
Rally Coach
Shoulder partners take turns solving a problem. Whilst one solves the other coaches.
Teacher assigns problems to solve. Partner A solves and partner B coaches (Tip, Tip, Tell, Explain)
Partners swap with a new problem to solve.
Useful for any process or procedure with a definite right/wrong.
E.g. Solve multi-step word problems in maths; change each decimal into a simplified fraction.
How do you calculate an average of:
50, 20, 5, 10, 7, 8? .

13. Review

14. Centrepiece Creative thinking in a safe environment
Students work with others whilst also being responsible for their own portion of the activity.
Students can work at a comfortable pace & also provide help to others in the team by coaching where necessary. .

15. Centrepiece
Set up –
5 pieces of paper per team of 4 – 1 per person & 1 in the centre.
Teacher assigns a topic.
Students generate items –
Write it, trade it with centrepiece.
Goal – to finish all tasks in a collaborative way
Essay Plans
Creative Writing introduction
Factors leading to something

16. Review

17. YEEE-HAAA!!!!!
Showdown
Each student writes his/her answer on his/her individual response board.
When everyone in the group is ready, the leader says "Showdown" and team members compare and discuss their answers before final answer is agreed.
Peer support on challenging questions
Groups self-correct
LA supported by higher achieving pupils

18. Showdown
Each student writes his answer on his individual response board.
When everyone in the group is ready, the leader says "Showdown" and team members compare and discuss their answers before final answer is agreed.
Peer support on challenging questions
Groups self-correct
LA supported by higher achieving pupils
What can you learn from Elizabeth I’s Rainbow portrait? H HM LM L

19. What does each part of the portrait mean?
Flowers and pearls
Angel Wings
Angel Wings
Eyes and Ears

20. 1. The Angel’s wings show a sign of Elizabeth’s heavenly knowledge
2. The eyes and ears show that Elizabeth sees and hears everything in her country
3. The flowers and the pearls represent youth and purity and that she is still young and fit.

21. Review

22. Chips can mean different things- Yellow- supporting point
Red- facts
Yellow- supporting point
Blue- Challenge point
White- Question
Talking Chips
Students are asked to discuss a topic in groups.
As each student talks, he/she places his/her chip in the centre of the table(a pen or pencil will work in place of chips).
Once a student finishes talking, he/she cannot talk until every other “chip” has been thrown into the centre.
If a student doesn’t have anything to share on this particular topic, they can place a chip in the centre at the end.
When all chips are down, students retrieve their chips and start over.
Good for ensuring participation in discussion is equal

23. Chips can mean different things- Yellow- supporting point
Talking Chips
Students are asked to discuss a topic in groups.
As each student talks, he/she places his/her chip in the centre of the table (a pen or pencil will work in place of chips).
Once a student finishes talking, he/she cannot talk until every other “chip” has been thrown into the centre.
If a student doesn’t have anything to share on this particular topic, they can place a chip in the centre at the end.
When all chips are down, students retrieve their chips and start over.
Question: H HM LM L
Chips can mean different things-
Red- facts
Yellow- supporting point
Blue- Challenge point
White- Question

24. Evaluation
Please complete the evaluation before you leave
Thanks!

25. All resources are on the Teaching and Learning Blog.
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