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ST CENTURY LEARNING
COOPERATIVE
LEARNING STRUCTURES
BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALA MALAYSIA YSIA
2016 1
TABLE OF CONTENTS
1. Carausel Feedback …………………………………………………….
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2. Fan-N-Pick……………………………………………………………….
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3. Flashcard Game…………………………………………………………
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4. Inside-Outside Circle……………………………………………………
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5. Find Someone Who…………………………………………………….
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6. Find-the-Fiction………………………………………………………….
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7. Jot Thoughts……………………………………………………………..
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8. Match Mine………………………………………………………………
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9. Think-Pair-Share………………………………………………………..
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10. Mix-Freeze-Group………………………………………………………
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11. Mix-Pair-Share…………………………………………………………..
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12. Numbered Heads Together…………………………………………….
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13. One Stray………………………………………………………………..
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14. Pairs Compare………………………………………………………….
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15. Poems for Two Voices…………………………………………………
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16. Quiz-Quiz-Trade……………………………………………………….
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17. Round Table & Rally Table……………………………………………
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18. Simultaneous Round Table……………………………………………
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19. Round Robin & Rally Robin……………………………………………
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20. Stand Up-Hand Up-Pair Up……………………………………………
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21. Talking Chips…………………………………………………………….
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22. Team Stand-N-Share…………………………………………………..
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23. Timed Pair Share……………………………………………………….
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24. Gallery Walk……………………………………………………………..
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25. One Stays Three Stray…………………………………………………
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26. Hot Seat………………………………………………………………….
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27. Jigsaw……………………………………………………………………
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28. Word Wall.........................................................................................
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29. List-O-Mania……………………………………………………………..
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30. Two Stars & A Wish……………………………………………………..
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31. Table Cloth / Combo Mat……………………………………………….
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1. CARAUSEL FEEDBACK
Teams rotate from project to project to leave feedback for other teams. Setup: Teams spread out team projects around the room. Each project has feedback form attached. 1. Teams stand in front of their assigned projects. 2. Team rotate clockwise to the next project (other team’s project). 3. For a specified time, teams discuss their reactions to the other team’s project, with no writing. 4. Student #1 records feedback on feedback form. Students are encouraged to include positive comments. 5. Teacher calls time. 6. Teams rotate, observe, discuss and give feedback on the subsequent project. A new recorder is selected each round. 7. Teams continue until each team rotated back to its own project, or until Teacher calls time. 8. Teams review the feedback the received from other teams
Photo cre dit: Kagan Cooperative Learning
2 . FA N - N - P I C K
Teammates play a card game to respond to questions. Roles rotate with each new question. Setup: Each team receives a set of question cards. 1. 2. 3. 4.
Student #1 holds question cards in a fan and says, “Pick a card, any card!” Student #2 picks a card, reads the question aloud, and allows five seconds of think time. Student #3 answers the question. Student #4 responds to the answer: i. For right/wrong answers, student #4 checks and then either praises or tutors. ii. For questions that have no right or wrong answer, student#4 does not check for correctness, but praises and then paraphrase the thinking that went into the answer. 5. Students rotate roles, one person clockwise for each new round. *Modifications: Fan-N-Pick can be played in pairs. (Student #1 fans, student #2 picks and reads; student #1 answers; student #2 tutors and praises; students switch roles. Photo credit: Kagan Cooperative Learning
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3. FLASHCARD GAME Partners proceed through three rounds as they quiz each other with flashcards, mastering the content to win cards. Setup: Students have their own set of flashcards. 1. In pairs, the Tutee gives his/her flashcards to the Tutor. 2. Round 1: Maximum Cues. The Tutor shows the question on the firtst card, reads the question, and shows and reads the answer written on the back of the card. The Tutor then turns the card back over and again reads the question on the front of the card asking the Tutee to answer from memory. 3. The Tutee answers. If correct, Tutee wins the card back and receives a surprising, delightful praise from the Tutor. If wrong, the Tutor shows the Tutee the answer side of the card and coaches. The card is then returned to stack to try again later. 4. When the Tutee wins all cards, partners switch roles. When the new Tutee wins all his/her cards, partners advance to Round 2. 5. Round 2: Few Cues. The process is repeated, except the Tutor shows only the question on the front of each card, and asks the Tutee to answer from memory. 6. Round 3: No Cues The process is repeated, except the Tutor quizzes Tutee on each question without showing the Tutee the flashcards. *Hints: For young students, limit each round to no more than five cards. If a student has won all cards, he/she can add bonus cards.
4. INSIDE-OUTSIDE CIRCLE
Students rotate in concentric circles to face new partners for sharing, quizzing, or problem solving. Setup: The teacher prepares questions, or provides a question card for each student. 1. Students form pairs. One student from each pair moves to form one large circle in the class facing outward. 2. Remaining students find and face their partners (class now stands in two concentric circles). 3. Inside circle students ask a question from their question card; outside circle students answer. Inside circle students praise or coach. (Alternative: The teacher asks a question and indicates inside or outside student to answer to their partner). 4. Partner switch roles: Outside circle students ask, listen, then priase or coach. 5. Partners trade question cards. 6. Inside circle students rotate clockwise to a new partner. (The teacher may call rotation numbers: “Rotate Three Ahead”. The class may do a ‘choral count’ as they rotate). *Note: When played with cards, step 3-6 are Quiz-Quiz-Trade. Variation Photo credit: Kagan Cooperative Learning Inside-Outside Line. Students stand stand in two straight lines facing each other. One line rotates, and the other remains in place. Rotating students rotate to a new partner and rotate to the back of their line when they pass the last student in the fixed line.
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5. FIND SOMEONE WHO Students circulate through the classroom, forming and reforming pairs, trying to ‘find someone who’ knows an answer, then they become ‘someone who knows’. Setup: The teacher prepares a worksheet or questions for students. 1. Students mix in the class, keeping a hand raised until they find a partner that is not a teammate. 2. In pairs, Partner A asks a question from the worksheet; Partner B responds. Partner A records the answer on his or her own worksheet and expresses appreciation. 3. Partner B checks and initials the answer. 4. Partner B asks a question; Partner A responds. Partner B records the answer on his or her own worksheet and expresses appreciation. 5. Partner A checks and initials the answer. 6. Partners shake hands, part, and raise a hand as they search for a new partner. 7. Students repeat Steps 1-6 until their worksheets are complete. 8. When their worksheets are complete, students sit down; seated students may be approached by Photo credit: Kagan Cooperative Learning others as a resource. 9. In teams, students compare answers; if there is disagreement or uncertainty, they raise four hands to ask a team question.
6. FIND-THE-FICTI ON Students write three statements and read them to teammates. Teammates try to ‘find’ which of the three statements is the ‘fiction’ Setup: Teammates each write three statements: two true, one false, attempting to trick their teammates 1. One student on each team stands, and reads his/her statements to teammates. 2. Without consulting teammates, each student writes down his/her own best guess which statement is false. 3. Teammates Round Robin and defend their ‘best guess’ (Note: Teacher may or may not ask teams to attempt to reach consensus). 4. Teammates announce their guess(es). 5. The standing student announces the false statement. 6. Students celebrate: The standing student congratulates teammates who guessed correctly. Teammates who were fooled congratulate the standing student. 7. The next teammate stands to share. The process is repeated. Variations: Class Find-the-Fiction.
Find-the Fiction may be played with the whole class. The teacher or a student may attempt to
outwit the whole class. Fact-or-Fiction. Fact-or-Fiction is a variation of Find-the-Fiction, also used on an occasional basis to spice up a review. In Fact-or-Fiction, students state either a true or false statement and it is up to teammates to decide if the statement is either a fact or fiction. Fact-or-Fiction is easier for young students because they only need to deal with one statement at a time.
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7. JOT THOUGHT S
Teammates ‘cover the table’, writing ideas on slips of p aper. Setup: Students each have multiple slips of paper ( e.g., pre-cut sticky notes, cut-up bond paper). 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 17? What are ways we could reduce poverty?). 2. Students write and announce as many ideas as they can in the alloted time, one idea per slip of paper. 3. Each slip of paper is placed in the center of the table; students attempt to ‘cover the table’ (no slips are to overlap). Photo credit: Kagan Cooperative Learning
8. MATCH MINE
Partners on the opposite sides of a barrier communicate with precision, attempting to match the other’s arrangements of game pieces on a game board. Setup: Partners sit on opposite sides of a barrier with identical g ame boards and game pieces. One is designated to be the Sender, the other the Receiver. 1. Sender arranges game pieces on game board while Receiver waits quietly. 2. Sender gives the Receiver directions to match the Sender’s arrangement of game pieces on the game board. 3. When finished, partners set game boards side by side to check for accuracy. 4. Receiver praises Sender, and they develop improvement strategies. 5. Roles are switched, and the game is played again. Hints: Teacher instructs students in communication skills: asking for clarification, checking for understanding, giving unambigious directions.
Photo credit: Kagan Cooperative Learning
9. THINK-PAIR-SHARE
In pairs, students share with a partner while the partner listens. Setup: Students are paired up with a partner. 1. Teacher gives a topic /question and students think within an allocated time frame. 2. Then, students turn to partners and share their responses, thus allowing time for both to rehearse and receive immediate feedback on their ideas. 3. Then they share their thoughts with the class. Photo credit: Kagan Cooperative Learning
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10. MIX-FREEZE-GR OUP
The classroom is bursting with energy as students rapidly ‘mix’ around the room, ‘freeze’ in their tracks, and frantically ‘group’ to avoid falling into the lost and found. Setup: Students stand. An area of the room is designated as the ‘Lost and Found’. 1. Students ‘mix’ around the room. 2. Teacher calls, ‘Freeze’, and students freeze. 3. Teacher asks a question to which the answer is a number or which corresponds to a key with a number. Teacher gives think time. (Examples: How many planets are there in our solar system? What direction is Washington, DC, from California? Key: North=2, South=3, East=4, West=5). 4. Teacher calls, “Show Me”, and the students show their answer with fingers on their chests. 5. Students group according to the number, and kneel down. 6. Students in their groups discuss a question provided by the teacher. Can you name the planets in order? How far do you think Washington, DC, is from Los Angeles? 7. Students not in groups go to the ‘Lost and Found’. Optional: Once students know the game, students in Lost and Found may be the ones to generate and ask the next question. After they ask the question, they rush to join the group.
1 1 . M I X - PA I R - S H A R E
The class ‘mixes’ until the teacher call, ‘pair’. Students find a new partner to discuss or answer the teacher’s question. Setup: Teacher prepares questions to ask students. 1. Students mix around the room. 2. Teacher calls ‘Pair’. 3. Students pair up with the person closest to them and give a high five. Students who have not found a partner raise their hands to find each other. 4. Teacher asks a question and gives think time. 5. Students share with their partner using: i. Timed-Pair-Share. ii. Rally Robin. Optional: Students may practice greetings or affirmations during Step 1. Hint: For oral list (name animals that live in the rain forest), use Rally Robin. For longer in-depth responses (how do you think we can save the rain forest?), use Timed-Pair-Share.
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12. NUMBERED HEADS TOGETHER
Teammates put their ‘heads together’ to reach consensus on the team’s answer. Everyone keeps on their toes because their number may be called to share the team’s answer. Setup: Teacher prepares questions or problems to ask teams. Students number off. Teacher poses a problem and gives think time. (Example: “How are rainbows formed? Think about your best answer.”) Students privately write their answers. Students stand up and put down their heads together, showing answers, discussing and teaching each other. Students sit down when everyone knows the answer. Teacher calls a number. Students with that number answer simultaneously using: i. Answer Board Share ii. Choral Practice iii. Finger Responses iv. Chalkboard Responses v. Response Cards vi. Manipulatives. 7. Classmates applaud students who responded 1. 2. 3. 4. 5. 6.
Variations: Paired Heads Together: Students are in shoulder partner pairs. After teacher asks a question, pairs huddle to improve the answers they have each written. Teacher then calls for either A or B to share their best answer with the face partner. Travelling Heads Together: Travelling Heads starts the same as Numbered Heads, but when the teacher calls a number, the students with that number on each team stand, then ‘travel’ to a new team to share their answers. For fun, seated students beckon for a standing students to join their team. Stir-the-Class: Teams stand around the outside of the class with spaces between teams. Teammates stand shoulder-toshoulder. The teacher poses a question, then students write their own answers on an Answer Board or slip of paper. Teammates huddle to reach consensus, then unhuddle when done. The teacher selects a number and tells students with that number how many teams to rotate forward to share their answer.
Photo credit: Kagan Cooperative Learning
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13. ONE STRAY
One teammate ‘strays’ form his or her team to a new team to share or gather information. Setup: Students are divided into teams. 1. A number is randomly called and that student from each team stands up. The remaining three teammates remain seated but raise their hands. 2. Teacher calls, “Stray”. 3. Standing students stray to a team that has their hands up. 4. Teams lower their hands when a new member joins them. 5. Students work in their new teams to share or gather information. Optional: Students return to their original teams to share what they learned when they strayed. Random Teams: Three rounds of One Stray can be used to form random teams. A different number is called each round, and students may not join a team where a teammate is seated.
Photo credit: Kagan Cooperative Learning
14. PAIRS COMPARE
Pairs generate a list of possible ideas or answers. Pairs pair and compare their answers with another pair. Finally, pairs work as a team to create additional answers or ideas. Setup: Teacher puts students in pairs. 1. Teacher provides a question that has multiple possible responses and provides think time. 2. Rally Table: Shoulder partners Rally Table answers. They ‘keep it a secret’ from the other pair. 3. Teacher calls time. 4. Pairs Compare: Pairs pair to Round Robin their answers. For each answer, the face partner in the other pair adds the answer to that pair’s list, or checks it off they already had it. 5. Team Challenge: As a team, students generate new answers, taking turns within pairs recording answers on their pair lists. Photo credit: Kagan Cooperative Learning
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15. POEMS FOR TWO VOICES
Partners create and present a poem they recite using one voice, the other voice, or both Setup: Students are paired up in the classroom. 1. 2. 3. 4. 5.
The teacher assigns each pair a poem topic. Partners work together to write their poem. Partners label each line of their poem, A, B, or AB, representing who will read each line. Pairs rehearse their poems. Pairs recite their poems to anther pair or to the class.
Note: Students may progress through three stages: 1. Teacher provides poem and AB scripting. 2. Teacher provides poem, and students provide AB scripting. 3. Students create or select poem and script it.
16. QUIZ-QUIZ-TRADE
Students quiz a partner, get quizzed by a partner, and then trade cards to repeat the process with a new p artner. Setup: The teacher prepares a set of question cards for the class, or each students creates a question card. 1. 2. 3. 4. 5. 6. 7.
The teacher tells students to “Stand uo, put a hand up, and pair up”. Partner A quizzes B. Partner B answers. Partner A praises or coaches. Partner switch roles. Partners trade cards and thank each other. Repeat steps 1-6 a number of times.
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17. ROUND TABLE & RALLY TABLE Students take turns generating written responses, solving problems, or making a contribution to a project. In Round Table, students take turns in their teams. In Rally Table, partners take turns. Setup: Each team needs one set of high-consensus problems and one pencil. 1. The teacher provides a task to which there are multiple possible responses, and provides think time. 2. Students take turns passing a paper and pencil or a team project, each writing one answer or making a contribution. Variations: Pass-N-Praise: Students praise the contribution of the person passing the paper to them Round Table Consensus: Students must reach consensus before recording each answer.
Photo credit: Kagan Cooperative Learning
18. SIMULTANEOUS ROUND TABLE
In teams, students each write a response on their own piece of paper. Students then pass their papers clockwise so each teammate can add to the prior responses. Setup: Each team of four needs four papers and four pencils.. 1. The teacher assigns a topic or question and provides think time. 2. All four students respond, simultaneously writing, drawing, or building something with manipulatives. 3. The teacher signals time, or students place thumbs up when done with the problem. 4. Students pass papers or projects one person clockwise. 5. Students continue, adding to what was already completed. 6. Continue, starting at Step 3. Photo credit: Kagan C ooperative Learning
Optional: Pass-N-Praise: Students are instructed not to release their paper until they receive a praiser that makes them feel good.
Hint: Simultaneous Rally Table works well when each paper is labelled with a related topic (e.g., the four food groups, four historical characters).
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19. ROUND ROBI N & RALLY ROBIN
Students take turns responding orally. In Round Robin, students take turns in their teams. In Rally Robin, Partners take turns. Setup: Students are divided into teams. 1. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time. 2. Students take turns stating responses or solutions.
Photo credit: Kagan C ooperative Learning Photo credit: Kagan Cooperative Learning
Round Robin
Rally Robin
Photo credit: Kagan Cooperative Learning
All Write Round Robin During Round Robin, students each record each answer on their own paper
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2 0 . S T A N D U P - H A N D U P - PA I R U P
Students stands up, put their hands up, and quickly find a partner with whom to share or discuss. Setup: Students listen to teacher ’s instruction. 1. Teacher says, “when I say go, you will stand up, hand up, and pair up!” Teacher pauses, then say, “Go!” 2. Students stand up and keep one hand high in the air until they find the closest partner who’s not a teammate. Students do a ‘high five’ and put their hands down. 3. Teacher may ask a question or give an assignment, and provides think me. 4. Partners interact using: i. Rally Robin. ii. Timed-Pair-Share. Hint: In some classes, it may be necessary to make sure students pair with their classmate they are closest to rather than running to a friend.
Photo credit: Kagan Cooperative Learning
21. TALKING CHIPS
Teammates place Talking Chips in the center of the table to make sure everyone contributes to the team discussion. Setup: Team have talking chips (maximum: two chips each). 1. 2. 3. 4.
The teacher provides a discussion topic and provides think time. Any student begins the discussion, placing one of his/her chips in the center of the table. ANy student with a chip continue discussing, using his/her chip. When all chips are used, teammates each other collect their chips and continue the discussion using their talking chips.
Modifications: Students may be given just one chip each, or two chips. Students with no chips left must wait until teammates have used all their chips before they all collect their chips(s) and continue the discussion.
Photo credit: Kagan Cooperative Learning
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22. TEAM STAND-N-SHARE
Teams check off or add each idea as it is shared by other teams, sitting down to show every team’s ideas have been shared. Setup: Teams generate a list of items to share. 1. 2. 3. 4.
All students stand near their teammates. The teacher calls on a standing student holding the team list. Selected student states one idea from the team list. The student in each team, who is holding the team list, either adds the item to the list, or if it is already listed, checks it off. 5. Students pass their team list one teammate clockwise. 6. Steps 2-5 are repeated. 7. Teams sit when all their items are shared. While seated, they add each new item using Round Table. When all teams are seated, all items have been shared and Team Stand-N-Share is complete. Variations Pair Stand-N-Share: Pairs generate ideas, and then play as a pair. Photo credit: Kagan Cooperative Learning
Individual Stand-N-Share: Each student plays with her/his own list of ideas.
23. TIMED PAIR SHARE
In pairs, students share with a partner for a predetermined time while the partner listens. Then partners switch roles. Setup: Students are paired with a partner. 1. 2. 3. 4.
The teacher announce a topic, states how long each student will share, and provides think time. In pairs, Partner A shares: Partner B listens. Partner B responds with a positive gambit. Partner switch roles.
Hint: The teacher provides positive response gambits to use in Step 3: Copycat response gambits • “Thanks for sharing!” • “You are interesting to listen to!” Complete the sentence gambits • “One thing I learned listening to you was…” • “I enjoyed lisening to you because…” • “Your most interesting idea was…”
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24. GALLERY WALK
“Gallery Walk” is an activity that allows participants/students to discuss and display their final work around a room much like artists would display their artistic pieces in an “exhibit.” Setup: Group students into teams and p lace them at different stations in the classroom. 1. Students are given a task by the teacher. 2. Once they have finished their work, they are to display and ‘exhibit’ their work by pasting it on the classroom wall. 3. Students will visit other teams’ work at different stations in the classroom. 4. As they walk around, they will write comments or compliments on a sticker note and paste it at the particular stations. Photo credit: Kagan Cooperative Learning
25. ONE STAYS THREE STRAY
This collaborative strategy gets students moving around the room wh ile working with classmates to solve problems and answer questions. Setup: Group students into teams and p lace them at different stations in the classroom. 1. Students are given a task by the teacher. 2. Once they have finished their work, they are to display and ‘exhibit’ their work by pasting it on the classroom wall. 3. One student from each group will ‘stay’ to present their work, while the others will ‘stray’ to other stations to listen to the other team’s presentation. They are allowed to ask questions for better understanding.
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26. HOT SEAT
Students take role to be experts. Setup: Students read and make research on a particular task (individually or in groups). 1. 2. 3. 4.
Students are given a task and they make a research. The task can be done individually or in groups. A student will be chosen and will be asked to sit on the ‘hot seat’ to be ‘the expert’. ‘The expert’ will answer questions asked by other students based on the research made.
27. JIGSAW Jigsaw is a coop er at ive lear ning stra te gy th at enables each st udent of a ‘h om e’ gr oup to specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals). Setup: Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members. 1. 2. 3. 4.
Introduce the strategy and the topic to be studied. Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities. Determine a set of reading selections and assign one selection to each student. Create "expert groups" that consist of students across "home groups" who will read the same selection. 5. Give all students a framework for managing their time on the various parts of the jigsaw task. 6. Provide key questions to help the "expert groups" gather information in their particular area. 7. Provide materials and resources necessary for all students to learn about their topics and become “experts.” Note: It is important that the reading material assigned is at appropriate instructional levels (90–95% reading accuracy). 8. Discuss the rules for reconvening into "home groups" and provide guidelines as each "expert" reports the information learned. 9. Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing the experts' information report. 10. Remind students that "home group" members are responsible to learn all content from one another.
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28. WORD WALL A word wall is a collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom. Setup:Make words accessible by putting them where eve ry student can see them. 1. Teachers and students should work together to determine which words should go on the word wall. 2. Try to include words that children use most commonly in their writing. Words should be added gradually — a general guideline is five words per week. 3. New information should be added on a regular basis
29. LIST-0-MANIA
Students achieve success by listing everything th ey know about a topic. Setup: Students are given a topic for them to think about.
1. Teacher introduces a topic. 2. Students are asked to work individually to produce a list of everything they already know which links to the topic. 3. Options: 1. Choose one student to be a scribe and invite him/her to the front of the class. Give him/her a pen and ask him/her t note down on the whiteboard the answers given by students. Choose a range of students, each of whom contributes two items from their list. In this way, a whole-class list is created. 2. Ask students to team up with the person sat next to them. Pairs should share their lists and add anything which they have not already got. After a minute of sharing has passed, ask pairs to get into groups of four and to repeat the process. 3. Invite students to stand up and walk around the room with their lists. They should try to speak to as many of their peers as possible, in order to find new things which they can add to their own lists. Note: This activity is suitable to be used as starters.
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30. TWO STARS & A WISH
Students praises other students’ work and give comments. Setup: Students study other teams work and note two positive aspects. 1. Students identify two positive aspects of the work of a peer and then express a wish about what the peer might do next time in order to improve another aspect of the work. 2. For example, they will say, “I want to give you a star for the start of your story and a star for the way you described the house. I wish that you will tell us more about Billy.” 3. Teachers model this strategy several times, using samples of student work, before asking the students to use the strategy in pairs on their own. They check the process and ask pairs who have implemented the strategy successfully to demonstrate it to the whole group.
31. TABLE CLOTH / COMBO MAT
Students come to a consensus on a particular topic Setup: Teacher provides a Table Cloth /Combo Mat and distributes to respective groups. 1. Teacher gives a question or lesson topic. 2. A ‘Table Cloth’ / ‘Combo Mat’ is put on every group’s table. Students give response , record own ideas on the ‘mine’ section on the Table Cloth / Combo Mat. 3. Teacher gives signal. Students take turns to share their ideas recorded on the Table Cloth / Combo Mat. If the other members of the group agree with an idea, the idea will be circled. 4. Teacher gives another signal. Students will decide to choose the circled ideas and put them into the ‘combine’ section in the Table Cloth / Combo Mat. 5. Teacher chooses students to explain and justify their choice.
M i n e n o i t e s c c e t i s o n e c t i on Combine se n
i M
o n c t i e s i n e M
M i n e s e c t i o n
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21st CENTURY GROUP WORK
‘Face Partner’ Sitting facing each other (Student A & C)
A
B
C
D ‘Shoulder Partner’ Sitting next to each other (Student C & D)
Adapted from: Kagan. (2009). Kagan Cooperative Learning. Retrieved from http://phillipskagan.weebly.com/learningstructures.html Reading Rockets. Jigsaw. Retrieved from http://www.readingrockets.org/strategies/jigsaw Mike Gershon. (2013). More Secondary Starters and Plenaries. Retrieved from https:// books.google.com.my/books?id=Dng9AgAAQBAJ&pg=PA6&lpg=PA6&dq=list%27o%27mania +activity&source=bl&ots=S5HIvz4lPf&sig=c-9RZjM_GTwsjUDQQGVhbT5Vvyc&hl=en&sa=X&sqi=2&redir _esc=y#v=onepage&q=list'o'mania%20activity&f=false
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