Numbered Heads Together

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What Is It?
Numbered Heads Together is acooperative learningstrategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

Why Is It Important?
This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for 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. Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994). Cooperative learning has been shown to increase studentachievement,race relations, acceptance ofspecial needs students, andself-esteem(Slavin, 1995).

How Can You Make It Happen?

1. Divide the students into groups of four and give each one a number from one to four. 2. Pose a question or a problem to the class. 3. Have students gather to think about the question and to make sure everyone in their group understands and can give an answer. 4. Ask the question and call out a number randomly. 5. The students with that number raise their hands, and when called on, the student answers for his or her team.

How Can You Stretch Students' Thinking?

This is a flexible strategy that can be used at a variety of levels. The teacher may start with factual information questions, and as students become more familiar with the strategy, ask questions that require analysis or synthesis of information. Student groups can be given statements such as, "School uniforms help to keep students focused on academics." Students' task is to come to consensus on whether they agree or disagree, giving an explanation of their reasoning. After the students respond, have the other groups agree or disagree with the answer by showing a thumbs up or thumbs down, and then explain their reasoning. Or, if the answer needs clarifying, ask another student to expand on the answer.

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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 Cooperative 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 1. 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 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 In simple steps that can be done in implementing these learning models are:

1. Students are divided into several groups and each student in each group get the serial number 2. Teacher gives task and each group working on issues 3. Group decided the answer is most correct and make sure every member of the group knows this answer 4. Teachers call one number and numbered student reported the results of group work 5. Response from another friend, then the teacher pointed to another number. 6. Conclusion. The steps above steps are not the only one. This learning model can also be modified with the steps below:

1. Students were divided into groups, each student in a group number. 2. Assignment given to students based on the number of sequential tasks. For example students served record numbers about 1, 2 the number of students do the problems and student number 3 reported the results of the work and so on. 3. If necessary, teachers can get the cooperation between groups. Students told to get out of the group and joined the students numbered just a few of the other groups. On this occasion the students who have the same task can help each other or match the results of their cooperation. 4. Report the results and responses from the other groups. 5. Conclusion.

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Numbered heads together1 is a cooperative strategy that offers an alternative to the competitive approach of whole-class question-answer, in which the teacher asks a question and then calls on one of the students with a raised hand. In the numbered heads together approach, the teacher has students number off (e.g. 1-4), asks a question, and then tells the students to put their heads together to develop a complete answer to the question. When the teacher calls out a number, the students with that number raise their hands to respond. This structure facilitates positive interdependence, while promoting individual accountability. It also gives confidence to lower achievers because they know they will have the correct answer to give to the class.

Notes

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 Cooperative 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 1. 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

Numbered Heads Together

Goal: Develop a lesson or instructional opportunity that is differentiated using Numbered Heads

Method: Teammates work together to ensure all members understand. 1. Students in each quad are given a number: 1, 2, 3, 4 2. When the teacher poses a question and says, Numbered Heads Together, quad members discus

members can answer the question posed. 3. After the time period, the teacher restates the question and announces a number (1,2,3, 4) 4. Students having that number in all the different quads state answers to the question. 5. The teacher calls a second number and the procedure continues. Assessment: Numbered Heads Together is used to activate prior knowledge, content thinking skills, assess mastery, as Possible Activities: Differentiate Through

Pre-reading to a short story Mathematical challenges Historical events Concepts of culture Problem solving Divergent questions Converging questions (review)

Tiered words Tiered concepts Flexible groups

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Model Lesson

1. Students will receive a study guide 2. Students are allotted 15 minutes to complete 3. Students are directed to work in cooperative groups to complete study guide using Number 1. Using text book and notes 2. Students make certain everyone in group agrees with the answers 3. Students make certain all answers are completed on each team members study guid 4. Teacher calls team number and student number 5. Students stand and respond with answer 6. After 20 minutes, all questions have been reviewed and each student has correct and prepared.

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