Cooperative Learning strategies
by Renee-Loup Caron
1. Team pair solo
1.1. Step 1. First the students work in a team.
1.2. Step 2. stidents then try to solve the problem in pairs.
1.3. Step 3. Students try to solve the problem on their own.
2. Round Table
2.1. * In teams, students take turns generating written responses, solving problems, or making a contribution to a project.
2.2. 1. The teacher provides a task to which there are multiple possible responses, and provides think time.
2.3. Students take turns passing a paper and pencil or a team project, each writing one answer or making a contribution.
3. Find Someone Who
3.1. * Students circulate through the classroom, forming and reforming pairs, trying to "find someone who" knows an answer, then they become "someone who knows."
3.1.1. Setup: The teacher prepares a worksheet or questions for students.
3.2. 1. Students mix in the class, keeping a hand raised until they find a partner that is not a teammate.
3.3. 2. In pairs, Partner A asks a question from the worksheet; Partner B responds.
3.3.1. Partner A records the answer on his or her own worksheet and expresses appreciation.
3.4. 3. Parner B checks and initials the answer.
3.5. 4. Partner B asks a question; Partner A responds.
3.5.1. Partner B records the answer on his her own worksheet and expresses appreciation.
3.6. 5. Partner A checks and initials the answer.
3.7. 6. Partners shake hands, part, and raise a hand as they search for a new partner.
3.8. 7. Students repeat steps 1-6 until their worksheets are complete.
3.9. 8. When their worksheets are complete, students sit down; seated students may be approached by others as a resource.
3.10. 9. In teams, students compare answers; if there is disagreement or uncertainty, they rais four hands to as a team question.
4. Inside-Outside Circle
4.1. * Students rotate in concentric circles to face new partners for sharing, quizzing, or problem solving.
4.1.1. Setup: The teacher prepares questions, or provides a question card for each student.
4.1.1.1. NOTE: When playing with cards, steps 3-6 are Quiz-Quiz-Trade.
4.2. 1. Students form pairs. One student form each pair moves to form one large circle in the class facing outward.
4.3. 2. Remaining students find and face their partners (class now stands in two concerning circles.)
4.4. 3. Inside circle students ask a question from their question card; outside circle students answer. Inside circle students praise or coach.
4.4.1. Alternative: The teacher asks a question and indicates inside or outside student to answer to their partner.
4.5. 4. Partners switch roles: Outside circle student ask, listen, then praise or coach.
4.6. 5. Partners trade question cards.
4.7. 6. Inside circle students rotate clockwise to a new partner.
4.7.1. The teacher may call rotation numbers: "Rotate Three Ahead." The class may do a "choral count" as they rotate.
5. Crossword Puzzle Jigsaw
5.1. Step 1. One puzzle is distributed to each team. (4 people per team)
5.2. Step 2. Each student has a clue card.
5.3. Step 3. Students take turn saying their clue.
5.4. Step 4. Students work together combining their clues to figure out the puzzle.
6. Within-team Jigsaw
6.1. Variation of Jigsaw: students stay in their team.
6.1.1. Students have different poems from each person.
6.2. Step 1. Students read and answer questions on their own.
6.3. Step 2. Students share with their team members what they found out.
7. Pairs Jigsaw
7.1. Step 1. the class is divided in half. Half of the class is given a task to master. the other half is given a different task.
7.1.1. Students with the same topic are encouraged to help each other.
7.2. Step 2. When students have finished mastering the task they partner with someone from the other half of the class.
7.3. Step 3. Students from both halves take turns teaching each other the material they mastered.
8. Poems for Two Voices
8.1. * Partners create and present a poem they recite using one voice, the other voice, or both.
8.1.1. ** Students may progress through three stages: 1. Teacher provides poem and AB scripting. 2. Teacher provides poem, and students provide AB scripting. 3. Students create or select poem and script it.
8.2. Step 1. The teacher assigns each pair a poem topic.
8.3. Step 2. Partners work together to write their poem.
8.4. Step 3. Partners label each line of their poem, A, B, or AB, representing who will read each line.
8.5. Step 4. Pairs rehearse their poems.
8.6. step 5: Pairs recite their poems to another pair or to the class.
9. Talking Chips
9.1. * Teammates place Talking Chips in the center of the table to make sure everyone contributes to the team discussion.
9.1.1. Setup: Teams have talking chips (maximum: two chips each).
9.2. Step 1. The teacher provides a discussion topic and provides think time.
9.3. Step 2. Any student begins the discussion, placing one of his or her chips in the center of the table.
9.4. Step 3. Any student with a chip continues discussing, using his or her chip.
9.5. Step 4. When all chips are used, teammates each collect their chips and continue the discussion using their talking chips.
10. Classic Jigsaw
10.1. Step 1. Students are assigned a base team.
10.2. Step 2. students are assigned expert teams.
10.3. Step 3. Each team member from the base team goes to their expert team to collect information.
10.4. Step 4. Students return to their base team and share what they have learnt.
11. Rally Robin
11.1. * In pairs, students take turns responding orally.
11.2. 1. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time.
11.3. 2. Students take turns stating responses or solutions.
12. Round Robin
12.1. * In teams, students take turns responding orally.
12.2. 1. Teacher poses a problem to which there are multiple possible responses or solutions, and provide think time.
12.3. 2. Students take turns stating responses or solutions.
13. Rally Table
13.1. * In pairs, students take turns generating written responses, solving problems, or making a contribution to a project.
13.2. 1. The teacher provides a task to which there are multiple possible responses, and provides think time.
13.3. 2. Students ta turns passing a paper and pencil or team project, each writing one answer or making a contribution.
14. Heads Together
14.1. * Teammates put their "heads together" to reach consensus on the team's answer. Everyone keeps on their toes because their number may be called to share the team's answer.
14.1.1. Setup: Teacher prepares questions or problems to ask teams.
14.2. 1. Students number off.
14.3. 2. Teacher poses a problem and gives think time.
14.4. 3. Students privately write their answers.
14.5. 4. Students stand up and "put their heads together", showing answers, discussing, and teaching each other.
14.6. 5. Students sit down when everyone knows the answer or has something to share.
14.7. 6. Teacher calls a number. Students with that number answer simultaneously using:
14.7.1. AnswerBoard Share
14.7.2. Response Cards
14.7.3. Chalkboard Responses
14.7.4. Finger Responses
14.7.5. Choral Practice
14.7.6. Manipulatives
14.8. 7. Classmates applaud students who responded.
15. Think Pair Share
15.1. Step 1. Students are paired up. (They are given think time.
15.2. Step 2. Student A shares and Student B listens.
15.3. Step 3. Both students switch roles.
16. Think Pair Square Share
16.1. Step 1. Students are put in teams. Then pari off in the group. They get think time.
16.2. Step 2. Student A and C share with Student B and D listen.
16.3. Step 3. The students in the pairs switch.
16.4. Step 4. The students share with the rest of the team when they are done.
17. Timed Pair Share
17.1. Step 1.Students are paired up, they are then given think time.
17.1.1. HINT: The teacher provides positive response gambits to use in step 3:
17.1.1.1. Copycat response Gambit : " Thanks for sharing!" or " You are interesting to listen to!"
17.1.1.2. Complete sentence Gambit: "One thing I learned listening to you was..." - " I enjoyed listening to you because..." - " Your most interesting idea was ..."
17.2. Step 2. Student A shares, student B listnes.
17.3. 3. Partner B responds with a positive gambit.
17.4. 4. Partners switch roles.
17.4.1. * The teacher has a timer going when the students are doing this activity.
18. Three Step Interview
18.1. * Students interview their partner and then each share with teamates what they learned.
18.2. 1. Teacher provides the interview topic, states the duration of the interview, and provides think time.
18.3. 2. In pairs, Studente A interviews Student B.
18.4. 3. Pairs switch roles : Student B interviews Student A.
18.5. 4. Round Robin: Pairs pair up to form groups of four. Each student, in turn, shares with the team what he or she learned in the interview.
19. Mix-Pair-Share
19.1. * The class "mixes" until the teacher calls, "pair." Students find a new partner to discuss or answer the teacher's question.
19.1.1. Set up: Teacher prepares questions to ask students.