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# Kagan Multiple Intelligences Kagan Cooperative Learning Dr.

## Spencer Kagan & Miguel Kagan

Puzzled People: A picture is torn into four parts, and each student gets one part. Like
a jigsaw puzzle, students move about the room to find their teammates with matching pieces of the puzzle. Once all puzzles are solved, students sit down as a team. Step 1: Prepare Pictures: The teacher selects one picture for each team in the class. If there are eight teams, the teacher selects eight pictures. Tearing full-page pictures (related to the theme of the lesson) out of old magazines, works well. Step 2: Tear Pictures: The teacher distributes the pictures to students and has one student tear the picture into four jagged parts. That student keeps one part and gives the three other parts to three other students. Step 3: Mix and Trade: Have students mill around the room, repeatedly trading picture pieces with other students. Step 4: Solve Puzzle: Call, Stop! and then let students solve the puzzles by grouping with the others who hold pieces of the same picture. Step 5: Sit as a Team: Tell students to sit down as a team with their new teammates. Variations: Puzzled People can use academic content. For language arts, the four pieces can be four sentences. For social studies, the four pieces can be pieces of a map.

Jot Thoughts: Teammates cover the table, writing ideas on slips of paper.
Step 1: Teacher names a topic, sets a time limit, and provides think time (e.g., In three minutes, how many questions can you write that have the answer 10? What are some things that begin with the letter c? Step 2: Students write and announce as many ideas as they can in the allotted time, one idea per slip of paper. Step 3: Each slip of paper is placed in the center of the table; students attempt to cover the table (no slips are to overlap).

Draw It!: This strategy is similar to the game Pictionary. It may be played in small
groups or as an entire class. For the small group version, objects or events relating to the topic of study are written on slips of papers and stacked upside down in the middle of the table. One student picks one slip and reads it silently without showing it to anyone else. He or she draws the object or event and teammates try to guess what is drawn. Draw It! can be played in turns or the student who guesses correctly can be next up to draw. For the class version, a student goes to the chalkboard to draw the item the teacher whispers in his or her ear. The students who guesses the item is next up to the chalkboard.

A-Z Brainstorming: Students write the letters A through Z vertically down the left
side of a piece of paper. In teams, the first student brainstorms a word or idea that starts with A about the theme or topic. The next student comes up with a B idea. For example, if the topic is possible desserts, A might be apple pie; B might be, banana nut bread.
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Who Am I? A card is taped on each students back. The card may be a person, place,
object, or number. Students can not see their cards so their challenge is to mingle in the room and find out who they are by asking each other questions. Students must use their logical/mathematical skills to uncover their secret identity. 1. Cards Placed on Backs: A card is placed on each students back. The card can have a picture, object, famous persons name, number, shape, time, etc. It is essential that students do not see what is placed on their backs. 2. Students Mix & Pair: Students walk around the room until they find a partner. Partners check each others back. Walk around the room until you find a partner. After you shake hands, look at each others pictures. 3. Students Question Partner: In pairs, Student One asks his or her partner a question trying to find out what is on his or her back. For example, if the secret identity is a number, Student One may ask, Am I over 100? Student One may continue to ask questions until he or she gets a negative response. Student Two then asks questions to find out his or her secret identity: Am I odd or even? 4. Students Mix & Pair Again: Students mix and pair up with a new partner, continuing the process until they guess who they are. 5. Students Become Helpers: When a student guesses who she is, her partner takes the card off her back and gives it to her to tape on her chest. She is now a helper and can answer questions or drop subtle hints such as: You have three digits in your number.

## Think-Pair-Square: This strategy is the same as Think-Pair-Share except in the final

step, pairs turn to the other pair on their team and share their answers or ideas with teammates. This version creates more active participation than having just a few students share.

Corners: The teacher announces a topic and gives students a choice of four
alternatives. Any preference can be the focus, such as favorite season, holiday, sport, animal, etc. The corners are often indicated with a posted word or picture. Students think about their favorite and write it down on a slip of paper. Students then go to the corner of the classroom corresponding to their choice. In each corner, students can share the reasons for their choice. They may even be asked to pair up with someone from a different corner to appreciate different values.

Free Time: Occasional free time allows students the freedom of personal choice and
expression. It works well to break up a long block schedule or transition period. Some students choose to talk with each other about what happened that day or what will happen the coming weekend. Some students sit alone at their desk and doodle; some students choose to read their books; some students choose to finish or start their homework. The enhanced energy and focus with which students tackle academics following Free Time compensates for the time off.

Roving Reporters: While students are working on projects, one student from each
team may for a certain amount of time be a Roving Reporter, wandering the room gathering information such as discoveries of other teams which might be useful. This role is sometimes called Scout and sometimes called Spy.

Telephone: One student from each tem is selected to leave the classroom, or go to
another part of the classroom. The teacher teaches or shares information with the remaining students. The absent students return to their teams. Teammates teach them what was missed during their absence. Quizzing the absent student motivates teammates to teach the material well, and allows assessment of how well students taught each other the given material. Quizzes in telephone, however, are to motivate and appreciate accomplishment; they do not count as part of individual student grades.

## Paraphrase Passport: Paraphrase Passport can be used in any discussion to enhance

active listening. Before a student may contribute to the discussion, he or she must paraphrase the student who spoke before him or her: You feel that students should not wear uniforms to school because it doesnt show individuality. Students must check to ensure the speaker feels adequately paraphrased. If so, they have the passport to express their own ideas. If not, they must try again to paraphrase more accurately.

## Categorizing: Categorizing is an excellent strategy to develop classification and

categorization skills, primary traits of the naturalist intelligence. Either the students or the teacher may develop the category system and/or the items to categorize. In the most structured version, students are given the items to categorize and a labeled categorization system or graphic organizer. In the least structured version, students generate their own content to categorize and their own categorization system. Students or teams can compare their systems with other students to see novel ways to categorize the content. Categorizing works well with natural content like: animals, rocks, plants, shells, clouds, food, etc. Yet, nearly any content can be put into category systems: lists of words, pictures, places, shapes, numbers, etc.

Body Graphs: Body graphs involve students actually forming the graph with their
bodies. For example, students might stand in twelve lines to represent the birthday bar graph. The bar graph is converted into a line graph as students as the ends of the bars hold string or yarn. To form a pie graph, students in the bar graph hold hands, then join with other bars to form one large circle. Yarn is stretched from the center of the circle to the end points of each pie segment.

Puppet Show: Students work in groups to make puppets and create a short puppet
show around an event or topic. For example, after hearing the story, Three Little Pigs, students make puppets for the three little pigs, the grandmother, and the wolf. Students can also make props or a puppet stage with cardboard. Students rehearse their show and perform for another team or the class.

Agreement Circles: The class stands in one large circle. The teacher states a stance
on a value such as, Students should have to wear uniforms to school. Students physically locate themselves in relation to their agreement or disagreement with the given response. If a student strongly agrees, he stands very close to the teacher. If he strongly disagrees, he remains on the perimeter of the circle. Students pair with others close to them to discuss the issue. At a glance, students can see how others feel about a particular topic. Agreement Circles is a good basis for discussion, debate, and mutual support.