Cooperative Learning
1.1Think-Pair-Share
Basics
Lyman (1981). ReadingQuest Strategies | Think-Pair-Share. Retrieved March 26, 2014, from
http://www.readingquest.org/strat/tps.html
- Time Needed: 5 minutes
- Room Arrangements: Student should have room to sit or stand next to their partner, either at desks or around the classroom
- Materials: None required
- Teacher provides students with a question to think about and answer.
- Independently, students think of an answer to the question for about a minute.
- Students form pairs and discuss the question and each student's answer together for a couple of minutes. This allows students to expand and to adjust their thinking/answer. Pairs can be created with a desk partner, nearby neighbor, or previously assigned partner.
- A few students then share their final answer/conclusion with the whole class.
- This strategy allows students to expand their thinking and knowledge using their peers as a resource.
- When introducing new information, Think-Pair-Share can be used to help students begin to think deeper about the concept.
- When reviewing, the strategy can be used as a tool to assist students in finalizing their knowledge.
Lyman (1981). ReadingQuest Strategies | Think-Pair-Share. Retrieved March 26, 2014, from
http://www.readingquest.org/strat/tps.html
1.2 Stand-up, Hand-up, Pair-up
Basics
Clowes, G. (2011). Kagan's FREE Articles - The Essential 5: A Starting Point for Kagan Cooperative
Learning. Retrieved March 28, 2014, from http://www.kaganonline.com/free_articles/research_
and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning
- Time Needed: about 5 minutes (or longer if desired)
- Room Arrangements: No special arrangement needed.
- Materials: None
- Students are posed with a question and given about 30 seconds to think of an answer.
- Next students stand up and raise their hand and find a partner. Once they find a partner, students put their hands down.
- Students spend about a minute discussing the question and sharing their answers with their partner.
- After both students in the pair finish sharing, they raise their hands, look for another student with their hand raised, form new pairs, and share with their new partner.
- This can be repeated until students have shared with 3 or 4 partners or as many times as desired within a set time limit
- Use this strategy to process or review information.
- Also, this strategy can be used to start or close a lesson.
Clowes, G. (2011). Kagan's FREE Articles - The Essential 5: A Starting Point for Kagan Cooperative
Learning. Retrieved March 28, 2014, from http://www.kaganonline.com/free_articles/research_
and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning
1.3 Jigsaw
Basics
Colorín Colorado. (2007). Cooperative Learning Strategies. Colorín Colorado. Retrieved March 25, 2014,
from http://www.colorincolorado.org/educators/content/cooperative/
- Time Needed: 20-40 minutes.
- Room Arrangements: Arrange desks into groups with one desk for each student.
- Materials: text to be read and studied
- Divide the students into small groups of 4-6 students.
- Give each member of the group an equal portion of a text (i.e. a chapter, page, paragraph) to read, discuss, explore, or memorize.
- Each member becomes an expert on their portion of the text, then shares what they have learned (their piece of the puzzle) with the other members of their group.
- A textbook chapter or other reading can be divided into equal and manageable chunks. After reading and investigating their part of the text, students can share what they have learned with others in their small group.
- This strategy allows students to focus on a specific portion of the learning. Then learn through the teaching of their peers, as each student shares what they have discovered.
Colorín Colorado. (2007). Cooperative Learning Strategies. Colorín Colorado. Retrieved March 25, 2014,
from http://www.colorincolorado.org/educators/content/cooperative/
1.4 Three Minute Pause
Basics
McTighe, J. (n.d.). Three-Minute Pause. Retrieved March 29, 2014, from
http://www.readingquest.org/strat/3mp.html
- Time Needed: 3 minutes
- Room Arrangements: No special arrangement required.
- Materials: None
- The teacher pauses during a lesson, to give the students a moment to reflect on their learning.
- Students pair up with a partner (such as a desk buddy or other nearby student). Students summarize what they have learned so far, share something they have found interesting, ask questions for clarification or further information, and make a predict of what they will learn next.
- This strategy allows students to review and process new information. Use it during a lesson as a check for understanding. When used every 10 to 15 minutes, this strategy allows students to cement what they have learned into their memory.
McTighe, J. (n.d.). Three-Minute Pause. Retrieved March 29, 2014, from
http://www.readingquest.org/strat/3mp.html
1.5 Round Table
Basics
Prince George's County Public Schools (n.d.). A guide to cooperative learning. Retrieved March 29, 2014,
from http://www.pgcps.pg.k12.md.us/~elc/learning1.html
- Time Needed: 5-10 minutes
- Room Arrangements: Desks should be arranged into groups with one seat for each student
- Materials: Paper and pencil (one per group)
- Students sit in groups of 3 or more. Each group has a piece of paper and a pencil.
- Teacher poses a question with more than one possible answer.
- Students take turns writing an answer on the paper, then passing it on to the next group member on their right. Continue until the paper has gone around the group and each student has a chance to answer.
- At the end of the round, the team with the most correct answers are recognized.
- Groups then reflect on the process and ways to improve in the future.
- This strategy can be use by students to brainstorm together. It can also be used to review or recall learned knowledge.
Prince George's County Public Schools (n.d.). A guide to cooperative learning. Retrieved March 29, 2014,
from http://www.pgcps.pg.k12.md.us/~elc/learning1.html
1.6 Three-Step Interview
Basics
Oregon Department of Education (n.d.). Cooperative learning strategies. Retrieved March 29, 2014, from
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/5cooperative-learning-strategies.pdf
- Time Needed: 15 minutes
- Room Arrangements: No specific arrangement needed
- Materials: Pencil and paper
- Teacher presents the students with a problem or issue, about which various opinions are held, and asks specific questions about the topic for the students to discuss and search for a solution. (e.g. School uniforms, year-round school)
- Students work in pairs- with one student as the interviewer and the other as the interviewee. One student interviews the other on the topic, allowing the other students to share his/her opinion and possible solutions to the problem. The interviewer should take notes on the responses of the student they interview, as they will be sharing this information later.
- Students switch roles and conduct a second interview.
- At this point students can pair up with a another pair of students or share together whole class. Have students share the responses of the student they have interviewed.
- After a discussion with the whole class, students write a summary of the interview results.
- Use this strategy when problem solving for a problem with multiple possible solutions.
Oregon Department of Education (n.d.). Cooperative learning strategies. Retrieved March 29, 2014, from
http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/5cooperative-learning-strategies.pdf
1.7 Inside-Outside Circle
Basics
Murie, C. R. (2004). Effects of Communication on Student Learning. Kagan Online Magazine. Retrieved
from http://www.kaganonline.com/free_articles/research_and_rationale/313/Effects-of-Communication-
on-Student-Learning
- Time Needed: 5-10 minutes
- Room Arrangements: Arrange seats into two circles one inside the other with chairs facing each other or have room for students to stand in this configuration.
- Materials: None
- Students sit or stand in two circles with the outer circle and inner circle facing one another (inner circle facing out, outer circle facing in). Each student should be standing across from a partner.
- Teacher provide a prompt or question for the students to discuss with their partner. Students share for a minute or two, then one circle rotates to form a new pairs. This is repeated until students are able to share and discuss with multiple partners.
- Use this strategy to check for understanding, process new information, or review content.
Murie, C. R. (2004). Effects of Communication on Student Learning. Kagan Online Magazine. Retrieved
from http://www.kaganonline.com/free_articles/research_and_rationale/313/Effects-of-Communication-
on-Student-Learning