NUMBERED HEADS TOGETHER

The structure of Numbered Heads Together is derived from the work of Spencer Kagan. There are a number of variations on the method, some very simple and others with a greater degree of complexity. This structure can be used in conjunction with Think, Pair, Share early in the development of the Co-operative Classroom. learning with spellings. PURPOSE Processing information, communication, developing thinking, review of material, checking prior knowledge. RELEVANT SKILLS Sharing information, listening, asking questions, summarising others ideas, talking quietly. STEPS Number off the students in each group, up to four. If one group is smaller than the others have no. 3 answer for no. 4 as well. The teacher can give numbers or students can give numbers themselves. 2. Teacher asks the students a question or sets a problem to solve. It must be stressed that everyone in the group must be able to participate and answer the question. 3. Ensure enough wait time is given for the group to do the task. There is an expectation that everyone in the group will be able to answer the question following the discussion. Kagen suggests the teacher phrases questions beginning with; put your heads together and or Make sure you can all There are many other ways of ensuring the teacher cues the students into the collaborative activity. The students work together. They quite literally put their heads together in order to solve the problem and also ensure that everyone in the group can answer the question. The teacher now asks for an answer by calling a number. (this might be at random or can initially decided by the teacher in order to ensure the process is successful) The students with the number called then take it in turns to answer. If there are not enough students ready to respond the teacher may judge that a little more time is needed or extra support given. When the teacher is satisfied answers can be taken, there are a number of choices: Select one student. Select one but ask others to elaborate, comment etc. Ask different students to give a particular part of the answer These are all sequential responses. The teacher can also use what Kagen describes as simultaneous answers: All students showing their work. Students using whiteboards to show their group work. PIGSF Positive interdependence The students are able to learn from each other. They must also work together to ensure there is one product to their learning. They must check that everyone can understand and answer the question. Individual accountability High. Students are accountable to each other for sharing ideas. The student may also be required to share their partners ideas to another pair or whole group. Every student must be able to give the group response to the question. Equal participation 1.

Each student within the group has an equal opportunity to share. It is possible that one student may try to dominate. The teacher can check this does not happen. Simultaneous interaction High degrees of interaction. At any one moment all of the students will be actively engaged in purposeful speaking and listening. APPLICATION To involve whole class in the consideration of a question or problem. To increase individual accountability. To increase group teaching so that all members of the group are coached. To increase team spirit and satisfaction. To give support to all students in consideration of challenging questions or problems.

CURRICULUM AREAS Numbered Heads Together is suitable for any curriculum area and can be used as an extension or in combination with the Think, Pair, Share structure. COMMENTS Numbered Heads Together is an excellent structure for combining Learning Partnerships into groups or teams of four. It can be used early in the development of the co-operative classroom and as with Think, Pair, Share offers a high degree of engagement but slightly higher order interpersonal and small group skills are needed. The important concept of wait time is incorporated and allows all children to develop answers. Answers will have reasons and justifications because they have been thought about and discussed. Students are more willing to take risks and suggest ideas because they have already tested them within their group. This structure can also be combined successfully with Check and Coach.

Transcript of Numbered Heads Together Cooperative Learning Strategy Numbered Heads Together "How do we do it?" Why we love this strategy! 1. Students are placed in groups 2. Each student is given a number 3. The Teacher asks a question 4. The Students put their heads together to figure out the answer 5. The Teacher calls a number and the Student presents their group answer. This cooperative learning strategy promotes discussion and both individual and group accountability. It is beneficial for both reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides

opportunities for practice, rehearsal, and discussion of content material, before it is presented. Group learning encourages students to take greater responsibility for their own learning, to learn from one another, as well as learn from the instructor Why is it Important? This is a flexible strategy that can be used on a variety of levels. The teacher may start with factual information questions, and as students become more familiar with this strategy, ask questions that require analysis or synthesis of information. Example: Student groups can be given statements such as, "School uniforms help to keep students focused on academics." The students' task is to come to consensus on whether they agree or disagree, giving an explanation of their reasoning. Multiple Uses of This Strategy Reading/English: Comprehension questions can be posed to groups, and students can work together to find the answers. For example, when reading a story, students can be given the task of analyzing one of the characters. They can be asked questions such as "Which character traits are directly stated, and which are implied by the author?" Math: Numbered heads together can be used when solving math problems. Ask questions such as "What are the facts in this problem?" "Which strategy would be most appropriate?" and "What solution did your group agree on?" Social Studies: This strategy can be used after reading a chapter in a text, or after material has been presented. Ask clarifying questions about text and have students find and discuss the answers. When groups are ready, review the answers using this strategy. Science: This strategy can be used in preparation for a test or quiz. Allow time for students to study together in their groups and perhaps create questions that might be on a test or quiz. Using the numbered heads together strategy, ask questions that will be on the test or quiz. Music: Numbered heads together can be used to evaluate a piece of music. Ask groups questions such as "What key change occurs in measure 6?" How You Can Incorporate It 1. Positive Peer Pressure: Students must be attentive and involved in their individual group, so that if called on, they will be prepared to give an answer 2. Everyone is Involved: Students are both accountable on a group level and an individual level

3. Flexibility: This strategy can be applied to many different subjects including math, science, social studies, music, art, english and even P.E.!!!