Kagan Cooperative Learning

A Presentation by: Gary Fortenberry

Monterey High School

Lubbock, Texas

Presented to: Woodrow Wilson National Leadership Program for Teachers

Biology Institute 1998: Motion

Introduction

    The cooperative learning models that I would like to present are from a workshop that I was able to attend in the spring of 1998. The activities can be carried out in a short segment of class time and are excellent as sponge activities, for introduction of concepts, to check for understanding within the lesson cycle, or as review and summation activities. They are easy to implement by the teacher and engage the students.
    These few activities that I am sharing come from Cooperative Learning Structures for Classbuilding by Miguel Kagan, Laurie Robertson, and Spencer Kagan which is one of a number of books that are produced by Kagan Cooperative Learning of San Clemente, CA. You may click above to link to their web site which will allow you to obtain a free catalog from which you may order books and information.
    All the Kagan structures are designed to maximize four attributes among students

Positive Interdependence - "Is a gain for one, an gain for all?"
Individual Accountability - "Is there required individual performance?"
Equal Participation - "How equal is the participation?"
Simultaneous Interaction - "What percent are overtly active at once?"

Samples of Some Cooperative Learning Models

Corners

Teacher announces a topic and gives students a choice of four alternative. Students then form groups in the four corners of the room and share reasons for their choice with a partner in theri corner. Students realize they can be accepted while making choices that are different from their classmates.

Steps:
    1) Teacher annonces corners
    2) Students think and write
    3) Students go to corners
    4) Pairs discuss

Tips:

Have students writes down the number of their choice without discussion among themselves.
Post a title of visual in each corner of the room.
If only one student chooses a corner, validate their choice, but ask them to choose their second favorite group.
Give equal time to share in pairs.

Find-Someone-Who

Students receive a worksheet. The worksheet asks them to "Find someone who..." The student has to have the person who knows the answer for their question to wirte it along with their name on the worksheet. Students can find only one answer from each person. When students finish they become helpers by sitting down and becoming a resource for others who can ask them any question. Students who originally knew none of the the answers, after filling in one or two of the answers become a resource for others because they have become "someone who knows."

Steps:
    1) Students mix and pair
    2) Student questions partner
    3) Partner checks
    4) Reverse roles

Tips:

Have students raise one hand as they walk until they find a partner. This makes it easier to spot those looking for a partner.
Prior to doing the activity have students turn in one little know fact or idea that they would like everyone to know to use for the form.
Remind students that they can gen only one answer from a partner and then must circulate to find another partner.

Formations

The teacher presents the class with something to form. Students then make the formation by coordinating their efforts, deciding where each student should stand or what they should do. More advanced models may include sound and movement.

Tips:

If possible, use an open space.
Show students a picture of the shape they are to form.
The formation must involve all students
Model how students may interact to make the formation.

Guess the Fib

Each student writes down three statements. Two are true and one is false. One student at a time reads their statement to the class. Teams huddle to discuss the statements, trying to "guess the fib."

Steps:
    1) Students write three statements.
    2) One student reads statements.
    3) Teammates discuss statements.
    4) Teammates guess.

Tips:

Have teams reach consensus before guessing.
Make sure students correct the fib so students remember the correct information.
Give the role of "consensus seeker" to one student.

Inside/Outside Circle

Students form two concentric circles. Both circles have the same number of students so that each student is facing another student. Teacher annonces a topic or question, and students discuss with that partner. Then both circles rotate so that students are paired with a new partner for the next question or topic.

Steps:
    1) Students form circles.
    2) Student shares with partner.
    3) Reverse roles.
    4) Students rotate.

Tips:

If the weather is nice, this is fun to do outside.
Vary the number of positions rotated and occasionally switch directions.

Line-Ups

The teacher announces a dimension on which students may vary. The dimension may be a characteristic or a value. Students then line up according to where they stand relative to their classmates on the characteristic or issue.

Steps:
    1) Teacher describes the line.
    2) Students line up.
    3) Fold the line so that the individual on the very end of the line is facing the person at the opposite end.
    4) Pairs discuss.

Tips:

One variation of this exercise is to give students slips of paper or index cards with one part of a process written on it and have students arrange themselves so that the overall process is in correct order.

Reference:

Kagan, Miguel, Laurie Robertson, and Spencer Kagan; Cooperative Learning Structures for Classbuilding, 1995; Kagan Cooperative Learning; San Clemente, CA

Kagan Cooperative Learning
1160 Calle Cordillera
San Clemente, CA 92673
(800) WEE COOP