COOPERATIVE LEARNING RESOURCES

Critical Understandings and Retention Research 3

Seating Options and Classroom Arrangement Idea 4
Spencer Kagans Structural Approach Resources 5
Essential Elements of Cooperative Learning 5
Suggestions for Goals by J eanette Gordon 6-7
Sample Processing Forms, Spencer Kagan 8-9
Cooperative Structures for Asking Questions
(Kagan Structures Summarized by Gordon with examples)
THINK-PAIR-SHARE 10
ROUNDROBIN 11
STAND AND SHARE 12
ROUNDTABLE 12
NUMBERED-HEADS-TOGETHER 13
PAIRS CHECK ADAPTATION (J Gordon based on Kagan structure) 14
Other Cooperative Structures (Summarized and applied by Teachers)
SEND A PROBLEM 15
THREE STEP INTERVIEW 16
BLIND HAND SEQUENCING 17
SAME DIFFERENT 18
INSIDE OUTSIDE CIRCLE (Also to ask questions) 19
Cooperative Structures for Asking Questions Comparison Matrix
(Prepared by J eanette Gordon) 20
J igsaw Variations Comparison Matrix (J . Gordon) 21
Problems Common to All J igsaw Variations with Resolution
Suggestions (J . Gordon) 22











Recommended Resources:

For multiple resources to support the Structural Approach
to cooperative learning, see Spencer Kagans site at

www.kaganonline.com/index.html

Kagan Publishing and Professional Development


2
Critical Understandings
Learning is a social process.
Interaction can generate understanding and enhance
retention for all learners.
There are multiple cooperative structures for different
purposes, and it is helpful to begin with simple structures
for asking questions before progressing to more complex
structures.
A common language, clear directions, modeling,
practice, and group processing promote effective
classroom management.
Essential elements of cooperative learning include:
positive interdependence, individual accountability, equal
participation and simultaneity.
Roles that are effective promote the essential elements.
(Material handler, reader, writer, and spokesperson, often do not.)
Greater Retention for all Learners
People retain:
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say as they
do or teach something.
Source: E. Dale
3
Seating option for
Cooperative Learning
T-Table Arrangement
Face to Face Desks Face to Face L-Desks
Lab Table Teams L-Desk Star Arrangement Traditional Rows
Teams of 4, face each other and are
able to see the front without turning around.
Teacher & overhead
If 6 partners,
but 2 teams
H
M
M
L
Heterogeneous Grouping Example
4
Spencer Kagans Structural
Approach to Cooperative Learning
http://www.kaganonline.com/
Essential Elements of
Cooperative Learning
Positive
Interdependence
Individual
Accountability
Equal Participation
Simultaneity
5

Suggestions
Start with structures where roles are not needed:

Think-pair-share, Roundrobin, Roundtable, Pairs-Check
Stand & Share, Inside-outside-circle, Numbered-heads-together.

After using Numbered-heads-together several times, use the same
structure and ask teams to decide which of the following their team did
the best and which they most need to improve. Then introduce the
following roles and explain how they can facilitate the group process.

GROUP PROCESSING

1. We were all involved.

2. We clarified if people didnt understand.

3. We all stayed on task.

4. We supported each other.

ROLES:

1. Gatekeeper
(Timekeeper)

2. Clarifier

3. Taskmaster
(Material Handler)

4. Peacekeeper

6
of Roles for older learners by Jeanette Gordon:
ROLES


1. TASKMASTER It is your job to keep the team on
task during the group activities and the class
activities. Monitor noise level in the team.
Encourage everyone to give the quiet signal.


2. GATEKEEPER It is your job to encourage
participation of all and to politely close the gate on
someone if you feel others are not getting a chance
to participate.


3. PEACEKEEPER It is your job to establish a
praising atmosphere in the team. Watch for any
put-downs. Praise others and watch for praising
behaviors. Give a thumbs up when you hear or
see praising.


4. CLARIFIER It is your job to make sure everyone
understands the directions. Check for
understanding of content, and encourage others to
clarify and ask questions as needed.
7




8



9
COOPERATIVE STRUCTURES FOR ASKING QUESTIONS

THINK-PAIR-SHARE
Steps of the structure (The simplest structure to teach.)
1. Teacher/student asks a question while the rest of the class listens.
2. Students are given at least seven seconds think time.
3. Students pair with a designated partner (the person next to them or across from them.)
4. Designated students share answers with the whole class.

Uses:
To ask and answer questions where there are no correct answers: opinions, predictions,
reactions, personal experiences, etc. (or) questions with more than one correct answer. Use
when all students would be able to answer from prior knowledge or would have options from
which to choose. Do not use Think-pair-share for questions where several students would
be unable to share an answer. (Pair a nonEnglish speaker with a bilingual partner who can
speak his/her language if possible. The bilingual speaker can share his/her partners
answers.)

Variations:
Think-pair-share partners answer.
Think-pair-square (Students share with their teammates only.)
Think-write-share (Students write their answers first, then share.)
Think-build-share (Students build individually to solve a problem, then share with the team.)

Examples:
What are the people doing in this picture? What do you think is happening in this picture?
How do you think ______ will feel about_______?
What do you think will happen next?
What do you know about ________? What would you like to know about ________?
How do you feel about _____ and why?
What ______ do you feel is the most important _____and why?
What would you do if______? (or) What do you think will happen if ______?
How do you think _______ is used in the real world?
Do you think _________ should or should not ______? Why do you think so?
How would you relate ______ to your own life?
Tell your partner about a personal experience with _________?
How might ________solve the problem? (or) How might _____affect _____?
What do you think would be the most effective graphic organizer for recording this
information? Explain your answer.
How is _________ similar to (or different than) __________?
Which words on this list describe ____________?
Can you identify connections among 2 or more words on the list? Explain the connection.
Can you think of words that _________(synonyms/antonyms/+or connotations etc.)?
Can you find words on the list that rhyme with ________ (have a specific sound, etc.)
What words/phrases on the list do you think are examples of _______?
What were things we used (actions we did) yesterday when we ___________?
Which numbers/equations are examples of __________?
What do you think is the most confusing part of this problem?
What is an important rule for _____________?
10
ROUNDROBIN

Steps of the structure
1. Students work in teams of four. (Each student has a number.)
2. The teacher/student asks a question with multiple answers and students think of
possible answers.
3. Students take turns orally sharing one answer at a time.
4. Students continue taking turns until time is called. If a team member is not ready when it
is his/her turn, the person simply says, Im still thinking.
5. When time is up, the teacher/student calls a number and those students from each team
stand and share some of their ideas. (It is often helpful to have all students repeat the
answers or repeat and record single words. This step is not always necessary.)

Uses
To answer questions where there are multiple answers and where each student would be
able to contribute. Because Roundrobin is oral, and the teacher will not hear all answers, it
is important to ask questions where incorrect answers would be unlikely or very easy for
teammates to clarify for each other. Class sharing is critical for the harder questions.

Variations
Provide additional prompts for younger students. For example, students pass around an
object, a pencil or small flag that says your turn as they take turns. When asking them to
roundrobin retell a story, the teacher might turn pages in a big book and the students take
turns telling about the pages that are visible.
Roundrobin Classification
Students take turns describing pictures (or reading sentences, fragments, clauses, phrases,
words, word problems etc. and placing them on a graphic organizer (or in designated
categories). Each student asks, Do you agree. Team members signal: thumbs up if yes,
sideways if unsure, thumbs down if no. The contributing student gets feedback from any
student who disagrees. Note because the teacher would be able to assess the placement
of the items, this form of Roundrobin could be used with harder tasks where the team may
make some errors.

Examples:
Roundrobin examples of ____________.
Roundrobin what you know/want to know about _______.
Roundrobin retell the story/summarize the main points of a reading.
Roundrobin restate the directions before you begin.
Roundrobin what you learned today.
Roundrobin ways to ___________/ rules for __________.
Roundrobin suggestions to_______/ impressions of _________.
Roundrobin follow the story plot guidelines and make up a story.
Roundrobin consequences of a problem/important considerations of/ pros or cons.
Roundrobin your observations of _______ /experiences with___________.
Roundrobin classify pictures of ______(words etc) on a Web Diagram/Venn Diagram (or
sequence pictures or events on a Sequence chart)
Roundrobin rank pictures/words on a continuum based on ____(one aspect of comparison).
Roundrobin classify math problems/ words etc.into the following categories ________.
11

STAND AND SHARE
The teacher/student asks a question similar to those for Roundrobin (multiple answers, easy
enough for all students). Students all stand up. The teacher/student calls on one person to
answer. Anyone ready to share that answer sits down. This continues until all students are
seated. (Note: Do not ask a question where everyone in the room would have a different
answer or everyone would have to share.)
VARIATION: Continue standing as long as you have something to add. Examples for
variation: What did you learn today? What were important ideas from the reading/your
homework? Give suggestions for solving a problem. What are writing skills weve learned?
What questions do you think will be on the test? (Student volunteers answer each question.)

ROUNDTABLE
Steps of the structure are identical to Roundrobin with one exception. Students say and
write the answer rather than simply saying it. Each team has one piece of paper. They
pass it around the team and take turns contributing answers.

Uses:
To generate examples, and answer questions with multiple answers. Use rather than
Roundrobin when accuracy is important or if students tend to be off-task during
Roundrobin. Do not use for tasks that take too much time. For example, do not have
students write complete sentences. For increased language development it is helpful when
relevant to say a complete sentence but record only the most significant word/s.

Variations:
Simultaneous Roundtable: Students dont say their contributions and all students are
writing at the same time. They continue to contribute until time is called to pass the paper.
For examples: Students contribute to four different lists related to: parts of speech,
sentence types, characteristics of a topic of study, and so forth. This may be done prior to
study, for example, listing what they know about characteristics of a Native American tribe:
food, clothing, shelter, and work. They save the lists and after studying the tribe, cross off
any incorrect information and then simultaneous roundtable what they learned.
Students may do what is also called a write around. They each start a story. Then when
time is called, pass their papers to the right and continue the story. They continue changing
partners as time is called until the paper returns to the original writer who makes the last
contribution to his story. (Story plot prompts may be used to assure that critical story
elements are present.)
Simultaneously record answers on a large graphic organizer with room for all team members
to write at once.

Examples:
Roundtable examples of _______ (verbs, prime numbers, polygons, words that rhyme with
cat, energy sources, causes of pollution, human rights, words related to Spring, etc.)
Roundtable characteristics of ___________ (the main character, sound, communities,
software, a historical period, a type of art or music, etc.)
Roundtable important people from __________.
Roundtable contributions of _________.
Roundtable vocabulary/essential concepts you will need to know for the test.
Roundtable steps in a process/ phases in a life cycle.


Summaries and examples by J eanette Gordon (Illinois Resource Center, 847-803-3112) of cooperative
structures from Cooperative Learning: Resources for Teachers by Spencer Kagan (800-Wee-Coop)
12
NUMBERED-HEADS-TOGETHER

Steps of the structure:
1. Students number off in teams of four. (Keep the same number as long as the team will
continue to work together, possibly four weeks.)
2. The teacher/student asks a question.
3. Team members put their heads together and make sure that everyone in the team can
answer the question.
4. The teacher/student calls a number, and those with that number stand and participate in
answering the question.

Use:
To ask and answer more difficult questions. Try to ask larger multiple-part questions, or
questions where many students would need assistance.

Examples: Put your heads together and prepare to:
Explain the process of _________/ list the steps of _____ .
Be prepared to identify all the _______ in the room/ in a picture.
Be able to demonstrate through visuals/manipulatives understanding of ________.
Be able to give three similarities and three differences between _____ and _______.
Identify and explain the relationships between ____ and _____ (could be more than two)
Explain the functions of the individual parts of ____________.
Identify the main idea and three supporting details in this paragraph.
Write the main idea of this passage/ the theme of this story.
Be ready to tell three important facts about ______/ assumptions being made.
Identify three causes of ________ and try to rank their importance.
Solve the math problem and be able to explain each step.
Give the definition of ________ and give at least three examples.
Define _______ and use it in a sentence.
Label the parts of this diagram _______/ identify the component parts of___.
Identify 4 advantages/disadvantages of_______. How would you argue for/against___?
Write at least one example of __________ (simile, metaphor, personification, complex
sentence, sentence with a participial phrase)
State the essential problem _______ and identify possible consequences of the problem.
Restate the sequence of events in this passage/story.
Skim the chapter and prepare to tell as much information as you can about it.
What would be a really good first sentence for our Language Experience Story?
Identify at least three ways the author supported his/her opinion.
What strategies did _________ use to solve the problem?
If you were going to use a graphic organizer to record the information in this passage, which
would you use and why?
What implications do you predict _________ would have?
What four aspects of comparison would be the most important to include on your matrix
comparing and contrasting _______.
Identify three strategies that the author used to ________?
How might _______ view this story/historical event from a different perspective?
Based on what you know about _______ how might that person/group evaluate ____?
If you were going to write about _____ how would you organize the writing?
13
The following structure is J eanette Gordons adaptation of Pairs Check by Spencer Kagan.

Name of structure: PAIRS CHECK ADAPTATION

This structure is very beneficial in math but can be applied to other content.
The teacher identifies pairs of problems that are of similar difficulty. They are called twins.
Students work with a partner to solve the twins. One teaches, and the other performs the
calculations or task. Then they trade roles. If the second person makes an error, the first
teacher refers back to his/her problem and explains again. For example, in a math
homework assignment, the following problems are twins 3 and 7, 10 and 15, 22 and 26.
Students collaborate on those problems as described below before starting on their
homework.
Note: more advanced students can do the homework faster on their own and may not want
to participate. Since teaching would usually be beneficial to them, tell all students that if
they are doing Pairs Check well, they wont need as much practice, so they can do only
the even problems when they finish the twins. The teacher can note the students who
would need to do the complete assignment.

STEPS; 1. Students are in pairs within their teams.
2. In pairs, choose roles of teacher and student.
3. The teacher must explain what the student is to do.
4. The student will do all the writing as steps are explained.
5. After problem is solved the roles are reversed, the student in now the
teacher and the teacher becomes the student.
6. Steps 3 and 4 repeated.
7. When the pair of problems is completed, the partners will check work with
their teammates.

USES: 1. to explain steps in a process.
2. to improve oral communication.
3. to learn new ways to solve a problem.
4. to articulate metacognitive strategies in a learning process.
5. to improve listening skills.

EXAMPLES:
1. Daily Oral Language activities
2. Word problems
3. All computation activities.
4. Learning to tell time in English
5. Making change with United States currency
6. Metric measurement and United States standard
7. Doubling or reducing a recipe

14
The following summaries of Spencer Kagans cooperative structures (800 WEE COOP to
order) were prepared by teachers in a cooperative learning class. They also provided the
examples. Kathleen Ross, Trina Courtney, and J ane Racek.

Name of structure: SEND A PROBLEM

STEPS: 1. Each student on a team makes up a high consensus review problem and
writes it down on a review card.
2. Teammates must come to a consensus about an answer.
3. Question side of the card is marked with a Q.
4. Answer side of the card is marked with an A.
5. Team passes their review cards to another group.
6. Student 1 reads 1st problem, team discusses and reaches concensus on
anwer.
7. If team doesnt agree on the answer previously written down, 2nd team
writes alternative answer.
8. Process is repeated, student 2 reads question.
9. Stacks of cards are passed to all groups.
10. After all groups have seen all questions review cards are returned to
original groups and answers are discussed.

USES: 1. to practice
2. to review
3. to teambuild
4. concept development
5. to improve evaluation skills (assessing alternative answers)

EXAMPLES:
1. Sending puzzles with a picture or a message
2. Math problem solving
3. Math computation practice
4. Drill and practice of content area vocabulary
5. To review textbook material
6. Student made DOL activities
7. Drill and practice of grammatical structure
8. Telling time in English










15

Name of structure: THREE STEP INTERVIEW

STEPS: 1. Question or topic is presented.
2. Studets are in pairs, one student is interviewer one student is interviewee.
3. After question is answered, students reverse roles.
4. In groups of four, students will roundrobin there answers, each on sharing
what they learned in the interview with their partner.
5. In groups of three, 1st student is the interviewer, the 2nd student is the
interviewee and the third student will paraphrase what was said.

USES: 1. to improve listening skills
2. to improve receptive and expressive communication
3. to share information
4. to practice paraphrasing
5. to teambuild
6. to practice a grammatical structure
7. to improve interviewing skills

EXAMPLES:
Anticipatory: 1. What do you most want to learn aboaut ________?
2. What experience have you had with __________?
3. When in your life would you find it useful to __________?

Closure: 1. What did you learn from ____________?
2. What would you like to learn more about __________?
3. How will you use what you have learned about ____________?

Others: 1. What did you find most interesting/difficult about ____________?
2. Students are interviewed while roleplaying character from literature.
3. To practice the past or future tenses.
4. To practice exclamations or questions.










16


Name of structure: BLIND HAND SEQUENCING

STEPS: 1. Students are in groups of 3 or 4.
2. Students are given an envelope with panels of a process.
3. Teammates take panels out of envelopes placing them facedown on the
table.
4. Teammates take turn describing their panel without showing their
partners their panel.
5. Teammates must agree which panel is first and place it face down on the
table.
6. Continue process until all panels are face down on the table.
7. Turn over panels to see if the sequencing was done correctly.

USES: 1. to practice sequencing
2. to improve oral skills
3. to improve listening skills
4. to improve consensus building skills

EXAMPLES:
1. Social Studies a time line for events in history
2. Reading events in a story
dialogue between 2 people
situational picture dialogue
3. Science steps of a lab experiment
food chains
seasons
life cycle of a ________
describe planet without using name, put in order.
4. Math - steps in a math problem













17


Name of structure: SAME DIFFERENT

STEPS: 1. Pairs of students chosen.
2. Students are each given slightly different pictures.
3. Students are to take turn guessing similarities and differences without
looking at each others papers.
4. Students label similarities on the picture.
5. Students label differences in the picture.
6. When students are finished, they compare pictures.

USES: 1. to recall content area vocabulary
2. to review directional words
3. to pay attention to detail
4. to form questions
5. to improve listening skills

EXAMPLES:
1. Review the parts of a house
2. Review the parts of a store
3. Review city and country differences
4. to learn essential school terms
5. to review office vocabulary, dentist, doctor post office and bank




















18


Name of structure: INSIDE OUTSIDE CIRCLE

STEPS: 1. Students stand in two concentric circles.
2. The outside circle faces in.
3. The inside circle faces out.
4. Students use flashcards or respond to teacher questions.
5. Students rotate one person to the right.

USES: 1. to check for understanding
2. to review
3. to process
4. to help or tutor
5. to share
6. to class build

EXAMPLES:
1. A class building activity to get to know others and feel comfortable interaction
2. To assess prior knowledge
3. To review parts of a story
4. To share personal reactions and ideas related to a topic
5. Vocabulary building (Name the picture)
6. Addition, subtraction, multiplication and division facts, states and capitals, spell
the word for a picture (answer on the back of the card, trade cards before rotating
to a new person)
7. To review for an exam, assure answer is correct before rotating

Structures are summarized from Cooperative Learning 1992. Spencer Kagan (800 WEE
COOP to order) by teachers in a coperative learning class. They also provided the
examples. Kathleen Ross, Trina Courtney, and J ane Racek.




19
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20

J
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W

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21
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22