Cooperative Learning Strategies
Inside/Outside Circles
![Picture](/uploads/1/0/8/8/10884811/8423340.jpeg?182)
Description:
Students form two circles, one on the outside facing in and one on the inside facing the outer circle. Students “pair up” with the person they are facing and have a brief discussion, 1 to 2 minutes, about the topic or question. The teacher tells the students when to move and the circles rotate. Now they discuss with their new partner.
Classroom Applications:
Team-building, communication building, information sharing, practicing skills and facts, mastery of academic content and thinking skills.
Students form two circles, one on the outside facing in and one on the inside facing the outer circle. Students “pair up” with the person they are facing and have a brief discussion, 1 to 2 minutes, about the topic or question. The teacher tells the students when to move and the circles rotate. Now they discuss with their new partner.
Classroom Applications:
Team-building, communication building, information sharing, practicing skills and facts, mastery of academic content and thinking skills.
Think-Pair-Share
![Picture](/uploads/1/0/8/8/10884811/7949680.jpeg?150)
Description:
Think-Pair-Share is a three step activity in which students first think about a question or topic on their own, then share their thoughts with a partner, and finally have the opportunity to share in a whole group discussion.
Classroom Applications:
Thinking skills, language development, expression, information sharing and listening.
Think-Pair-Share is a three step activity in which students first think about a question or topic on their own, then share their thoughts with a partner, and finally have the opportunity to share in a whole group discussion.
Classroom Applications:
Thinking skills, language development, expression, information sharing and listening.
Numbered Heads Together
![Picture](/uploads/1/0/8/8/10884811/418096.jpeg?195)
Description:
This strategy helps to make students responsible for their learning. It consists of four steps. First, the students are grouped by numbering off with the teachers guidance. Second, the teacher poses a question and time limit. Next, the groups work together to answer the question. The teacher then calls out a number and each student with that number answers the question.
Classroom Applications:
Checking for understanding, review of material, master facts and information,
minimize students anxiety.
This strategy helps to make students responsible for their learning. It consists of four steps. First, the students are grouped by numbering off with the teachers guidance. Second, the teacher poses a question and time limit. Next, the groups work together to answer the question. The teacher then calls out a number and each student with that number answers the question.
Classroom Applications:
Checking for understanding, review of material, master facts and information,
minimize students anxiety.
Place Mat
![Picture](/uploads/1/0/8/8/10884811/5987588.jpeg?193)
Description:
Students work in groups using the graphic organizer pictured on the left.
The teacher poses a question or provides a topic. Each member of the group writes down their thoughts about the topic or question in his/her section of the mat. The group then rotates the mat so all group members can read and respond to each section. The group them consolidates the common responses/ideas/thoughts and summarizes them in the center of the placemat.
Classroom Applications:
Brainstorming, thinking skills.
Students work in groups using the graphic organizer pictured on the left.
The teacher poses a question or provides a topic. Each member of the group writes down their thoughts about the topic or question in his/her section of the mat. The group then rotates the mat so all group members can read and respond to each section. The group them consolidates the common responses/ideas/thoughts and summarizes them in the center of the placemat.
Classroom Applications:
Brainstorming, thinking skills.
Mind Map
![Picture](/uploads/1/0/8/8/10884811/3071534.jpeg?224)
Description:
A mind map helps to connect new knowledge with existing knowledge. It also helps to organize thoughts and relationships between concepts. There are four basic characteristics to a mind map: an image in the center to represent the subject, main ideas that branch out from the center, images and words written on the connecting lines, and use of color.
Classroom Applications:
Brainstorming, thinking skills, making connections between ideas, taking notes, and studying.
A mind map helps to connect new knowledge with existing knowledge. It also helps to organize thoughts and relationships between concepts. There are four basic characteristics to a mind map: an image in the center to represent the subject, main ideas that branch out from the center, images and words written on the connecting lines, and use of color.
Classroom Applications:
Brainstorming, thinking skills, making connections between ideas, taking notes, and studying.
Jigsaw
![Picture](/uploads/1/0/8/8/10884811/5775702.png?135)
Description:
Students work in groups where each group member is an "expert" on one aspect of the material being learned/studied. The experts from each group meet together to discuss what is important and how they can teach it to their own group members. The original groups come back together and each student takes a turn to teach their specialized material.
Classroom Applications:
Studying, concept development and understanding, communication; oral and presentation skills.
Students work in groups where each group member is an "expert" on one aspect of the material being learned/studied. The experts from each group meet together to discuss what is important and how they can teach it to their own group members. The original groups come back together and each student takes a turn to teach their specialized material.
Classroom Applications:
Studying, concept development and understanding, communication; oral and presentation skills.
Gallery Walk
![Picture](/uploads/1/0/8/8/10884811/5848163.jpeg?191)
Description:
Students move around the classroom to look at, discuss, and comment on concept questions posted on large pieces of paper around the classroom. They also write responses to what others have written. Once all groups have commented the class participates in a discussion where each group presents on a topic or question.
Classroom Applications:
Develops critical thinking skills, promotes class discussion, oral/written presentation skills, team-building.
Students move around the classroom to look at, discuss, and comment on concept questions posted on large pieces of paper around the classroom. They also write responses to what others have written. Once all groups have commented the class participates in a discussion where each group presents on a topic or question.
Classroom Applications:
Develops critical thinking skills, promotes class discussion, oral/written presentation skills, team-building.
Value Line
![Picture](/uploads/1/0/8/8/10884811/5024178.jpeg)
Description:
Students are presented with a statement on a topic. They are asked to line
up on the line according to how they feel about the statement. One end of the line is strongly agree and the other end is strongly disagree.
Classroom Applications:
Team-building, class-building, communication skills, critical thinking skills, listening and discussion skills.
Students are presented with a statement on a topic. They are asked to line
up on the line according to how they feel about the statement. One end of the line is strongly agree and the other end is strongly disagree.
Classroom Applications:
Team-building, class-building, communication skills, critical thinking skills, listening and discussion skills.
Graffiti
![Picture](/uploads/1/0/8/8/10884811/7050512.jpg?225)
Description:
The teacher groups students (4 or 5 in each group) and gives each group a large piece of paper and markers. Students respond to a prompt or question on the paper by writing or drawing. They are given a time limit to do so. When the time is up the groups rotate to each other's papers to read and comment. Lastly, each group shares the written responses to the whole class.
Classroom Applications:
Brainstorming, activate background knowledge, critical thinking skills, express thoughts and ideas, creativity, social skills, communication.
The teacher groups students (4 or 5 in each group) and gives each group a large piece of paper and markers. Students respond to a prompt or question on the paper by writing or drawing. They are given a time limit to do so. When the time is up the groups rotate to each other's papers to read and comment. Lastly, each group shares the written responses to the whole class.
Classroom Applications:
Brainstorming, activate background knowledge, critical thinking skills, express thoughts and ideas, creativity, social skills, communication.
Four Corners
![Picture](/uploads/1/0/8/8/10884811/7092463.jpeg)
Description:
The teacher will present the students with a statement or scenario. In each of the four corners of the classroom, an opinion about the scenario or statement is posted. Students stand in the area that matches their feelings on the statement or opinion. Then they have a discussion with the other students in the same area. This is an excellent tool for discussing controversial topics.
Classroom Applications:
Critical thinking skills, expressing ideas, thoughts, and feelings, communication skills.
The teacher will present the students with a statement or scenario. In each of the four corners of the classroom, an opinion about the scenario or statement is posted. Students stand in the area that matches their feelings on the statement or opinion. Then they have a discussion with the other students in the same area. This is an excellent tool for discussing controversial topics.
Classroom Applications:
Critical thinking skills, expressing ideas, thoughts, and feelings, communication skills.
*references for this website include the text "Cooperative Learning" by Spencer Kagan, 1999.