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Students stand up, put their hand up and quickly find a partner with whom to share or discuss.

•This structure is perfect for classbuilding, processing and reviewing information, energizing the class, forming random pairs or teams, lesson starts or wraps.

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Partners take turns, one solving a problem while the other coaches. Then partners switch roles.

• Useful for any process or procedure with a definite right/wrong.
• Solve multi-step word problems in math.
• Change each decimal into a simplified fraction

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In teams, students take turns responding orally.

Examples:
• What makes a good listener?
• List objects that float?
• What clubs or societies are you a member of?
• What is one of your favorite movies

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In pairs, students share with a partner for a predetermined time while the partner listens.
Then partners switch roles.

Examples:
• What is the key thing that you learned?
• What is one literary technique you plan to use in your writing and how will you use it?

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In pairs, students alternate generating brief oral responses.

Examples:
• List adjectives to describe the character.
• List inert elements.
• Share steps of the experiment.
• Describe an event from the story.

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Rally Robbin

Timed Pair Share

Round Robin

Rally Coach

Stand up, hand up, pair up

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Kagan provides:

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Kagan's Multiple Intelligences Structures

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1. People go at different speeds.

2. Someone may try to take over the group.

3. Quiet people may not feel comfortable.

4. Sometimes people just don't get along.

5. People may not pull their weight.

6. A concept may not be understood as well if a person doesn't have to figure it out.

7. The time spent talking about irrelevant topics is unbelievable

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1. Greater Comprehensible Input. Students adjust their speech to the level of their partner because they are working together.
2. Natural Context. Language is used in real-life, functional interaction, reducing problems of transference.
3. Negotiation of Meaning. Students have the opportunity to adjust their language output to make sure they understand each other.
4. Lowered Affective Filter. Whereas it is frightening to speak out in front of the whole class, it is easy for students to talk with a supportive teammate.
5. Peer Support. Students encourage and support each other in language use.
6. Enhanced Motivation. Because the structures are engaging interaction sequences, and students need to understand each other there is high motivation to speak and listen for understanding

7. Greater Language Use. Using a pair structure such as Timed Pair Share, it takes but two minutes to give every student in the class a full minute of language output opportunity.

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"Kagan Structures are radically transforming classrooms across the United States and in many parts of the world. These easy-to-learn, easy-to-use instructional strategies are ideal for promoting second language learning. In classrooms in which the Kagan Structures are used regularly, students for whom English is a second language learn both English and academic content far more quickly and far more thoroughly than when traditional instructional strategies are used. The Kagan Structures also promote language and content learning far more than does group work."

Kagan Online Magazine, Summer 2002. www.KaganOnline.com

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- Teacher would provide some direct instruction, but skip the whole-class question-and-answer session, and don't do the individual exercise

- The teacher will still provide the students with facts, information, techniques or material.

- The teacher choose the structure that fits better to the curriculum content  that is going to teach and also that will involve everyone, and encourage sharing and cooperation.

- The teacher needs a variety of strategies to reach and teach  students with different learning styles and intelligences.

-The teacher uses teambuilding to establish trust and encourage support among teammates.

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-The students have to participate.

-They work in pairs or groups.

-Students who would experience anxiety feel confortable.

-Students are more in charge of their learning.

-Students have opportunities to be engaged and more succesful.

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Students circulate in the room with cards, quizzing each other and then finding their match. For example, the person who has the picture of a shoe searches for the one who has the word "shoe."

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One student ("Boss") dictates to another ("Secretary") who records the answer. The boss receives praise and then students switch roles.

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After the teacher asks a question, students write their own answer, discuss it in their groups, signal they are ready, and the teacher calls a number. Students with that number respond using a range of simultaneous response modes.

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Each student on a team in turn is interviewed by his/her teammates.

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One student talks for specified time and the other listens. Then they switch roles.

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Timed Pair Share

Team Interview

Numbered Heads Together

Boss/Secretary

Mix-N-Match

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The basic principles of good cooperative learning are that:

1) The learning task promotes teamwork and students experience themselves as being on the same side.

2) Each student is held accountable for their individual contribution.

3) Students participate about equally.

4) Many students are engaged at once.

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Regarding interpersonal skills students are provided unique roles and acquire knowledge through cooperative activities and thus at the same time improve their social competences.

Positive interdependence means a win-win condition in which the development or success of one student or group is linked to the development or success of others in the class in a positive way.

Equal participation means that each student receives the same chances to be involved in class activities (according to their abilities). It is to be maintained by different roles and task share.

Simultaneous interaction means that all students are actively engaged at the same time during the class, thus students acting time is multiplied compared to traditional classroom activities.

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Kagan's main belief about behavior is that it should be established by using structures in order to prevent and redirect misbehavior. He developed the popular brain-based, cooperative learning, and multiple intelligence structures like "Numbered Heads Together" and "Timed Pair Share," which are used in classrooms worldwide. Kagan's research focuses on establishing harmonious classrooms, promoting responsible behavior, improving students' social skills, character qualities, and academic achievement.

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Dr. Spencer Kagan is world renowned author and keynote speaker in the field of education and psychology. He was a clinical psychologist and full-time professor of pyschology and education at the Univeristy of California Berkley.

About 30 years ago he stated to create "structures" that help students work in groups and learn. He has worked with cooperative learning that is a system that believe students need to work together to succeed a task, Kagan change the way cooperative learning works and how the students are learning.