kagan_Cooperative Learning strategies.pdfVIP

1 Kagan Strategies This material has been reproduced/adapted from the following book with permission from Kagan Publishing: Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI book. San Cemente, CA: Kagan. 1(800) 933-2667 www.KaganO Objectives Understand how to implement cooperative learning in the classroom in ways that meet adolescent needs and make learning effective. Organization The following Kagan strategies are organized in alphabetical order for easy access. Blind Sequencing (teambuilding, thinking) Teams work to sequence cards in their proper order, but there is a catch – each student holds his or her own cards, and no one else can see what is on them. 1. One student on a team will be the dealer. He equally distributes cards among team members face down making sure no one can see what’s on the cards. 2. Students mark the back of their cards with initials, a number, letter or geometric shape to identify them as their cards. 3. In turn, each student describes his or her cards as well as possible to teammates in an attempt to make it easy for the team to sequence the cards. 4. After all the cards have been described, the team works together to put the cards in the proper order. Students sequence their cards face down on the table. No card is set on the table unless all teammates agree. If the team gets studck, only the original card holder can peek at the card and describe it to the team. 5. Once the team thinks they have properly sequenced the cards, they flip over the cars and check to see how they did. If the sequence is correct, they celebrate with a team cheer. If the sequence is incorrect, they correct it and discuss what went wrong and how they could do better next time. Brainstorming (te