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In this cooperative learning strategy, students are paired up and each partner is given time to share information with the other.  Once their time is up, the other partner shares.

This strategy could be implemented into a high school math classroom when going through word problems. Students could be put into pairs and given a word problem.  Once students have been given problem, partner A could be given 1-2 minutes to discuss their ideas for solving the problem.  Partner 2 could then be given the same amount of time to discuss their ideas.

Clowes, G. (2011). The Essential 5: A Starting Point for Kagan Cooperative Learning. Retrieved from https://www.kaganonline.com

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This is a brief explanation of how to use the Timed Pair Share cooperative learning structure.

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Modeling feedback is a collaborative learning strategy that models communication for the students.  The teacher reaches out to some students before class begins to receive their consent before asking them questions in front of the whole class.  The idea is that once these students start speaking, others won't be afraid to.

This strategy could easily be implemented in a high school math classroom.  Asking students before class if they would be willing to work some problems on the board could get all students engaged and willing to teach each other.

Block, Joshua (2014, February 14). Nurturing Collaboration: 5 Strategies Retrieved from https://www.edutopia.org

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The Round Robin approach is a collaborative learning strategy that allows students to voice their thoughts and opinions in a group setting. There are
different ways to execute this strategy such as making a student the leader, recorder, or having someone keep track of who is talking/who needs to participate.

This strategy could be implemented into a high school math classroom when working on logic and/or word problems.  Students could be asked a question and put into groups to discuss the possibilities and/or problem solving strategies.

Clowes, G. (2011). The Essential 5: A Starting Point for Kagan Cooperative Learning. Retrieved from https://www.kaganonline.com

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The Rally coach method is a cooperative learning strategy that allows  students to work in pairs.  One student is expected to work out the problem while the other student is expected to coach their partner through the problem.  Different variations of this strategy could be used.  For example, in the video posted, the partner working the problem is also the one teaching the problem as they are "coached" by their partner if mistakes are made.

This strategy is perfect to use in a high school math classroom.  After teaching new content and providing some time for students to practice and asks questions (to avoid the anxieties that can come from partner work), students could be paired up.  Walking around the classroom as students are using the Rally Coach strategy could bring to light questions that multiple students are having and vocabulary used that appears to help students understand the method for solving different problems.

Clowes, G. (2011). The Essential 5: A Starting Point for Kagan Cooperative Learning. Retrieved from https://www.kaganonline.com

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Rally Coach: How to use this Collaborative Structure

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Holly and Eric demonstrate how to utilize the Rally Coach collaborative structure reading strategy for use AFTER/POST reading and content in both Middle or High School Social Studies and Science.

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This is a grouping mechanism that allows for differentiation of instruction in the classroom.  The teacher groups students by skill level which allows students to not feel alone if they are struggling with the material.  As briefly discussed, this allows the teacher to give each group tasks according to their skill level.

This is a great grouping strategy to implement into a high school math classroom.  After learning new content and having time to practice, students could be given a short quiz.  Without the students knowing, the teacher could then place students into a group depending on how well they performed.  Different groups could then be given different tasks/assignments/projects.

Catapano, Jordan 30 Ways to Arrange Students for Group Work. Retrieved from www.teacherhub.com

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This is a grouping mechanism that allows students at different skill levels to interact, teach, and learn from one another.  In this grouping strategy, teachers group high-level students with low-level students.

Similar to grouping students according to their sam skill level, after teaching a new content, the teacher can provide a short quiz to assist in placing students from all skill levels into groups.  This allows students to learn from other students who can teach material in a way that maybe the teacher is unable to.  Furthermore, it can build confidence in both the high-level students as they teach and the low-level students as they are able to learn and teach.

Catapano, Jordan 30 Ways to Arrange Students for Group Work. Retrieved from www.teacherhub.com

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This is a random grouping strategy that allows diversity within groups and fairness in picking groups. The teacher simply groups the students by drawing names from a jar of sticks or from a hat.

This strategy is easy to implement in all classrooms, even a high school math classroom.  It is an easy grouping strategy that requires little to no preparation and allows for diversity in groups without being biased.

Catapano, Jordan 30 Ways to Arrange Students for Group Work. Retrieved from www.teacherhub.com

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For this grouping strategy, students are given a clock chart and asked to find a partner for each time of the day.  Whenever it is time for partner work, the teacher can simply say, "Get with your 3 o'clock partner."

This strategy is another quick and easy one to implement in any classroom.  In a high school math class, students could be given the clock chart at the beginning of the week. Throughout the week, when ready for partner work, the teacher can just command the students to get with their partner of a certain time.

Catapano, Jordan 30 Ways to Arrange Students for Group Work. Retrieved from www.teacherhub.com