1. Key 2 : Teams Kagan Cooperative Learning by Dr. Spencer Kagan Chapter 7 Presentation by Pam Moeai

2. “Working cooperatively in teams is a wonderful experience for students and provides opportunities for students to develop social and life skills that will serve them well throughout life.” – Dr. Spencer Kagan

3. The Basic Cooperative Learning Team The Four Student Team – Teams of Four Allow Pair Work – Teams of Four Avoid Odd Man Out – Teams of Four Increase Variety – Teams of Four Optimize Cognitive and Linguistic Mismatch (Piagetian development work, as well as research that we learn well from someone only somewhat different from our own level of development—someone who can provide stimulation in our Zone of Proximal Development.

4. Teams of Four Double the Lines of Communication

5. Creating Heterogeneous Teams Selector Team Software Card Sorting Method Sticky Note Method Spreadsheet Method

6. Random Teams As the name suggests, random teams are truly random. There is no rhyme or reason why students are placed on the same team. Teams should be short-lived Teams may last long term, but meet only briefly once a week to work on a project NOT recommended for long-term, base teams Why use Random Teams?? – Random teams add excitement and suspense to the classroom. Who will I get to work with today?

7. Random Teamformation Methods Traditional Methods – Counting off 1, 2, 3, 4 and so on… – Number Cards Numbered cards form teams of four – Playing Cards Playing Cards work exactly like Number Cards, but they have two big advantages – First, the teacher does not have to make up the deck, but rather uses a store-bought deck of playing cards – Second, the cards have a built-in role assignment. » Typically, the heart is the Praiser » The Club is the Taskmaster » The Spade is the Materials Monitor » And Diamond is the Recorder

8. Homogeneous Teams Homogeneous means “the same or similar.” – Students on homogeneous teams share the same or similar characteristics along one dimension. Students can be of the same ability level, share similar interests, or speak the same language. – Homogeneous teams should only be used on an occasional basis. Homogeneous Ability Team Advantages – “Zone of Proximal Development “is enhanced. – Students are challenged to improve within a safe difficulty level. – Students who are High Achievers are given experience in becoming followers, not always the leaders. – Students who are Low Achievers are given experience in becoming leaders, not always followers. – Differentiated Instruction can be more easily managed Homogeneous Interest Teams. – These teams are selected solely by the students’ interests. For example, if the assignment was to study famous Americans, the groups could be formed by those students interested in the same American. – Interest teams can be used more frequently than homogeneous ability teams without fostering negative stereotypes. Students on interest teams share similar interests, but the teams will likely be mixed with regard to race, sex, and ability.

9. The Four Major Types of Teams Heterogeneous TeamsMixed ability, sex, race teams Random TeamsRandomly formed teams Student-Selected TeamsStudents select own teams Homogeneous Teams Teams with a shared trait (ability, interest, language, etc…) Okay…But which ones are the BEST??

10. The Pros and Cons of Different Types of Teams Team TypePositivesNegatives 1.Heterogeneous Balanced Maximum cross-race, cross-sex, and cross-ability contact Maximizes tutoring Management easier for equal ability level teams High achiever on each team Requires teacher prep time Requires ranking and labeling students Limited contact between the high achievers Limited leadership opportunities for low achievers 2.Random Fair Side-steps labels and ranking No prior student knowledge necessary Classbuilding and networking opportunities Quick and easy Novelty, variety, fun Could form “winner” and “loser” teams Diversity not ensured Teams with friends, potential for off- task behavior Teams with enemies and conflicts 3.Homogeneous Leadership opportunities for low achievers Interaction opportunities for high achievers Opportunity for some high achievers to experience being a teammate, not leader High esteem for top groups Interest teams promote inquisitiveness Too-similar groups lack input in Zone of Proximal Development Negative stereotypes Poor Self-esteem for low groups Lack of equity Difficult to manage class of teams at different ability levels 4. Student- Selected Novelty, variety, fun Familiarity Easy decision making and consensus Not balanced High potential for off-task behavior