student in turn shares something with
his or her teammates
ideas and opinions, creation
of stories. Equal participation,
getting acquainted with
student moves to a corner of the room representing a teacher-dertermined
alternative. Students discuss within corners, then listen to and paraphrase
ideas from other corners.
alternative hypotheses, values,
Knowing and respecting
different points of view,
attempt to match the arrangement of objects
on a grid of another student using oral communication
teacher has students number off within groups.
(1,2,3 and 4). The teacher asks a high consensus
question. The students put their heads
together to make sure everyone on the team
knows the answer. The teacher calls on a number
(1,2, 3 or 4) and only the student with
the number can raise his/her hand to respond.
checking for knowledge,
memorize facts using a flash card game.The
game is structured so that there is a
maximum probability of success at each step,
moving from short-term to long-term memory.
Scoring is based on improvement.
facts. Helping, praising
work in pairs withing groups of four. Within
pairs students atlernate-one solves a problem
while the other coaches. After every two
problems the pair checks to see if they have
the same answers as the other pair.
skills. Helping, praising
interview each other in pairs, first one way, then the other. Students
share with the gorup information they learned
in the interview.
personal information such
as hypotheses, reactions to a
poem, conclusions from a unit. Participation, listening
think to themselves on a topic provided
by the teacher; they pair up with
another student to discuss it; they then
share their thoughts with the
and revising hypotheses, inductive reasoning, deductive reasoning,
application. Participation, involvement
write simultaneously on a piece of
chart paper, drawing main concepts, supporting
elements, and bridges representing
the relation of ideas in
of concepts into components,
relations among ideas, differentiating
student in turn writes one answer
as a paper and pencil are passed around
the group. With Simultaneous Roundtable
more than one pencil and paper
are used at once.
prior knowledge, practicing
skills, recalling information,
creating cooperative art.
Team building, participation
stand in pairs in two concentric circles.
the inside circle faces out; the outside
circle faces in. Students use flash
cards or respond to teacher questions
as they rotate to each new
for understanding, review,
processing, helping. Tutoring,
sharing, meeting classmates.
work in pairs to create or master
content. They consult with partners
from other teams. They share their
products or understanding with the
other partner pair in their team.
and presentation of new material,
concept development. Presentation
and communication skills.
student on the team becomes an "expert"on
one topic by working with members
from other teams assigned the corresponding
expert topic. Upon returning
to their teams, each one in turn teaches
the group and students are all assessed
on all aspects of the topic.
and presentation of
new material, review, informed debate,
Interdependence, status, equalization.
work in groups to produce a particular
group product to share with the
whole class; each student makes a particular
contribution to the group.
and sharing complex material,
often with multiple sources,
evaluation, application, ananlysis,
synthesis. Conflict, resolution,