JIGSAW

#1

Description & Purpose

Students work in small groups to develop knowledge about a given topic and to formulate
effective ways of teaching it to others. These “expert” groups then break up, and students
move to new “jigsaw” group; each group consists of students who have developed expertise in
different subtopics. Jigsaw is helpful in motivating students to accept responsibility for learning
something well enough to teach it to their peers. It also gives each student a chance to be in
the spotlight. This technique is also an efficient strategy for extending the breadth, depth, and
scope of learning because students learn and teach multiple topics simultaneously during the
same class sessions.

Procedure

1. The instructor presents a list of possible topics for developing expertise, making the
division of the material into component parts clear.
2. Either through teacher assignment or by interest areas, students form groups charged
with developing expertise on a particular topic.
3. Students work in these expert groups to master the topic. They also determine ways to
help others learn the material, exploring possible explanations, examples, illustrations,
and application.
4. Students move from their expert groups to new jigsaw groups in which each student
serves as the only expert on a specific topic. In these groups, experts teach the material
and lead the discussion on their particular topic. Thus each new jigsaw group consists of
four to six students, each prepared to teach their subject to their peers.
5. The whole class reflects on the group discoveries in a closure activity
 ROUND ROBIN BRAINSTORMING

#2

Description and Purpose

Round Robin a primarily a brainstorming technique in which students generate ideas but do not
elaborate, explain, evaluate, or question the ideas. Group members take turns responding to a
question with a word, phrase, or statement. The order of responses is organized by proceeding
from one student to another until all students have had the opportunity to speak. This
technique is effective for generating many ideas because it requires all students to participate,
and because it discourages comments that interrupt or inhibit the flow of ideas. The ideas that
students generate can be compiled in a list that serves as the basis for a next-step assignment.

Procedure

1. Ask students to form groups of four or six.

2. Explain that the purpose of brainstorming is to generate many ideas. Group members will
take turns, moving clockwise, and respond to the question. Inform students that to prevent
interrupting or inhibiting the flow of ideas, they must refrain from evaluating, questioning,
or discussing the ideas

3. If it would be beneficial for students to assume a role (such a recorder or rule enforcer),
allow a few moments for role assignment.

4. Tell students whether or nor they will go around the group once or multiple times,
announce a time limit, and pose the prompt.
 THINK-PAIR-SHARE

#3

Description & Purpose

In this simple and quick technique, the instructor develops and poses a question, gives students
a few minutes to think about a response, and then asks students to share their ideas with a
partner. Think-Pair-Share is particularly effective as a warm-up for whole class discussion. The
“Think” component requires students to stop and reflect before speaking, thus giving them an
opportunity to collect and organize their thoughts. The “Pair” and “Share” components
encourage learners to compare and contrast their understandings with those of another, and to
rehearse their response first in a low-risk situation before going public with the whole class.
This opportunity to practice comments first with a peer tends to improve the quality of student
contributions and generally increases willingness and readiness to speak in a larger group.

Procedure

1. Pose the question to the class, giving the students a few minutes to think about the
questions and devise individual responses.
2. Ask students to pair with another student nearby.
3. Ask student A to share his or her responses with student B, and then student B to share
ideas with student A. suggest that if the two students disagree, they clarify their
positions so that they are ready to explain how and why they disagree. If useful, request
that pairs create a joint response by building on each other’s ideas.
 THREE-STEP INTERVIEW

#4

Description and Purpose

In Three-Step-Interview, student pairs take turns interviewing each other and then report what
they learn to another pair. The Three steps (interview-Interview-Report) are

Step 1: Student A interviews Student B

Step 2: Student B interviews Student A

Step 3: Students A and B each summarize their partner’s responses for Students C and
D, and vice versa.

Three-Step Interview creates the opportunity for students to network and improve specific
communication skills. Interviews must listen carefully, concentrating on the interviewee’s
responses and encouraging elaboration but refraining from imposing their own thoughts and
opinions. Interviewees practice expressing their thoughts succinctly. Because the spotlight is
solely on them and they are not exchanging comments as in a discussion situation, their
responses require a high degree of personal commitment. Finally, the interviewees’ responses
at a deep enough level to be able to summarize and synthesize the responses effectively for
other students.

Procedure

1. Students divide into groups of four, and quads subdivide into pairs A-B and C-D
2. Student A interviews b and student C interviews D for a predetermined time. The
interviewer asks questions, listens, and probes for further information but does not
evaluate or respond.
3. Partners reverse roles and interview each other for the same amount of time.
4. Students A and B introduce each other with synthesized summarizes of their partner’s
interview responses to Students C and D. Students C and D do the same for Students A
and B.
 NUMBERED-HEADS TOGETHER

#5

Description & Purpose

Numbered Heads Together is a cooperative learning strategy 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. 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.

Procedure

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.
 TEAM PAIR SOLO

#6

Description & Purpose

This strategy is a cooperative discussion strategy that provides structure in the classroom.
Students do problems as a team, then a partner, and finally on their own. It is based on a simple
notion of mediated learning. Students can do more things with help (mediation) than they do
alone. It is designed to motivate students to tackle and succeed at problems which initially are
beyond their ability and to help students to do more things with mediation than they do alone.

Procedure

1. Students work as a team to solve a problem. The team work activities in group consist of
4 or 5 students.

2. The topic is given by the teacher to the students in team.

3. Each group starts to discuss, after having the topic.

4. Students are engaged, through the use of quick discussion about the topic based on the
instruction

5. Students, then, solve the problem in pairs

6. Finally, student individually solves the problem on his/her own.

 ROUND TABLE

#7

Description and Purpose

Students take turns responding to a prompt by writing one or two words or phrases before
passing the paper along to others who do the same. Round Table is essentially the written
version of the discussion technique “Round Robin”. The benefits of having students write their
ideas as opposed to speaking them are that writing helps students to focus their attention,
gives students quiet time to think about their responses, and provides a cumulative record.
Round Table also ensures equal participation among group members and exposes students to
multiple viewpoints and ideas.

Procedure

1. Form groups of four students and tell groups the prompt or distribute the handout.
2. Identify (or have students identify) which group member will begin and inform students
that they will circulate the paper clockwise.
3. Ask the first student to write his or her words, phrases, or sentences as rapidly as
possible and then read the response aloud so that other’s responses.
4. Ask the student to pass the paper to the next student, who follows the same steps
5. Inform students when time is up, or tell them in your instructions that the process is
complete when all members have participated and all ideas are on the paper.
 TALKING CHIPS

#8

Description & Purpose

Students participate in a group discussion, surrendering a token each time they speak. The
purpose of this technique is to ensure equitable participation by regulating how often each
group member is allowed to speak. It encourages reticent students to speak out and talkers to
reflect. It useful for helping students discuss controversial issues, and it is also useful to solve
communication or process problems such as dominating or clashing group members

Procedure

1. Form student groups

2. Give each student three to five tokens that will serve as permission to share, contribute,
or debate in the conversation.

3. Ask students to participate equally in the group discussion, specifying that as they
contribute comments, they should surrender a token and place it in view of the other
group members.

4. When all students have contributed to the discussion and all tokens are down, ask
students to retrieve and redistribute the chips so that the procedure repeats for the
next round of discussion, or end the discussion if the activity is complete.
 SILENT CARD SHUFFLE

#9

Description

The Silent Card Shuffle is a co-operative strategy that has several applications, such as
sequencing, classifying, matching and mapping. For matching activities such as relating words
with definitions, one should always offer a few more definitions as red herrings. The Silent Card
Shuffle employs all six levels of Bloom’s Taxonomy and most of the Multiple Intelligences.

Procedure

Step 1: Silent Card Classification

In teams of no more than 4 and without talking they must categorise the cards as best possible.
Best to give a time limit to ensure all groups finish together. You might like to give them a clue
to the headings by making them in BOLD. Remember no talking.

Step 2: Challenge, Justify and Refine

Now they are allowed to discuss in their groups if they agree on the placings. They should
challenge each other and make changes.

Step 3: Circle and Observe

They must now leave one group representative behind whilst other team member visit other
groups to challenge their classification. Encourage students to ask WHY when they see
something different to their findings. The group representative justifies their reasonings.

Step 4: Return and Refine

On the teachers instruction students should return to their group and they will immediately do
this step without much prompting. Refine any on reflection from Step 3.

Step 5: Teacher Debrief

The teacher now displays the correct answers for students to self correct. If any students disagree
this is their opportunity to challenge the teacher. Works well if some of the words could fit in
more than one column.