# data[].attributes.attachment_link.title
60 Second-Strategy: Cooperative Learning Roles

# data[].attributes.attachment_link.title
Cooperative Learning Structures - Rally Robin

# data[].attributes.attachment_link.title
Quiz Quiz Trade - Kindergarten whole class

# data[].attributes.attachment_link.readable_text
As a teacher, the most difficult task is to keep students engaged throughout the lecture. One such strategy top do so is the Round Robin strategy to teach students in an informal and fun way. There are many activities to plan under the round robin approach to help students brainstorm in a fun way. It is a little different from brainstorming because the biggest feature of this strategy is that each and every student participates equally in the discussion. Let us know more about round robin teaching strategy in detail.

List of activities to use in classroom with Round Robin Approach

Storytelling

Storytelling is a great way to use the round robin teaching strategy and for this, teachers can create chits of different words such as objects, colors, places, or anything. Then each student has to take a chit. One student will start the story with the chit as its main character and the next student has to continue the story with their chit name as the character and this will go on until all the students have contributed to the story.

Reading & Writing Activity

Using reading and writing can help in incorporating many skills in students such as teamwork skills, writing skills, and many more. In this activity, one student has to start the story and the other student will continue it and it goes on until every student has finished the story. Another way is the writing activity. One student starts the story and after the set time, he/she passes the paper back and forth. Every student continues the story and completes it. The student narrates the entire story in front of the class.

Subject Trivia

Splitting the classroom into 2 teams and then creating subject-wise trivia on the previously covered chapters and giving points to the team on the right answers. This is helpful for revisions of students for exams.

Steps to implement Round Robin Teaching Strategy

Here are the steps to implementing the round robin teaching strategy in your classroom.

1. Choose the topics or questions you want your students to brainstorm on.

2. Arranging the desks in the classroom according to the flow of discussion is smooth among the students.

3. Assign a leader to each group, provide each group of students with a sheet to write the concussion points and a recorder to record the discussions.

4. Set a timer for each topic discussion and at the end of time each group must present their ideas on the topic discussed.

5. Give tokens to each student, so that when it's their turn to speak they have to turn in the token, and this way all students will get a chance to participate.

Also read: Fascinating Reasons To Try Scaffolding Strategies for Teachers

Here are some tips to use Round Robin Approach Effectively

1. Clearly communicate expectations and goals for the round robin teaching strategy to all students and teachers involved.

2. Assign specific roles and responsibilities to each student in the round-robin to ensure a smooth transition between students and groups.

3. Create a schedule that allows for adequate preparation and transition time between moving to the next student or group.

4. Encourage students to collaborate and share resources to ensure consistency and continuity in activities.

5. Provide opportunities for students to reflect on their learning and give feedback on the round robin teaching strategy.

6. Use technology to facilitate communication and collaboration among teachers and students.

7. Monitor and evaluate student progress throughout the round robin teaching strategy to make adjustments as needed.

8. Encourage active participation and engagement from all students in the round robin teaching strategy.

9. Provide opportunities for cross-curricular connections and integration of subjects.

10. Utilize formative assessments to assess student understanding and make adjustments to instruction.

11. Create a positive and inclusive learning environment that values diversity and different perspectives.

12. Encourage peer teaching and peer feedback among students.

13. Continuously communicate and collaborate with parents and guardians to ensure they are aware of their child's progress and understanding.

Final Thoughts

The round robin teaching strategy is a great way to encourage students to collaborate and learn together. It helps every student to equally involve in classroom discussions as other students because each input is important. With Classplus you can create your own app and bring your students to one platform and contribute together to grow. To know more, take a FREE demo with our growth experts.

FAQs How To Use Round Robin Approach In Classroom?
Q1. What is a round-robin teaching strategy?
A1. The round-robin teaching strategy is used by teachers to get students involved in discussions and brainstorming sessions.
Q2. Why do teachers use round-robin reading?
A2. Teachers use a round-robin reading strategy to ensure that students actually read the content and are able to comprehend the text.
Q3. Why is the round-robin approach important?
A3. The round-robin approach is important to ensure the participation of students in the discussions and brainstorming ideas without any influence.
Q4. What are the challenges of the round-robin approach?
A4. The challenge with a round-robin approach is that it requires a lot of communication and coordination.
Q5. What are the benefits of the round-robin approach?
A5. The round-robin approach allows students to be exposed to different teaching styles, subject matter, and learning activities, which can be beneficial for their overall education and development.

# data[].attributes.attachment_link.title
How To Use Round Robin Approach In Classroom?

# data[].attributes.attachment_link.description
As a teacher, the most difficult task is to keep students engaged throughout the lecture. One such strategy top do so is the Round Robin strategy to teach students in an informal and fun way. There are many activities to plan under the round robin approach to help students brainstorm in a fun way.

# data[].attributes.attachment_link.title
Promote Language Learning with Inside-Outside Circles

# data[].attributes.attachment_link.readable_text
Numbered Heads Together Cooperative Learning Strategy

What Is It?

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

Why Is It Important?

This cooperative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial for reviewing and integrating subject matter. Students with special needs often benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.

Group learning methods encourage students to take greater responsibility for their own learning and to learn from one another, as well as from the instructor (Terenzini & Pascarella, 1994).

Cooperative learning has been shown to increase student achievement, race relations, acceptance of special needs students, and self-esteem (Slavin, 1995).

How Can You Make It Happen?

1. Divide the students into groups of four and give each one a number from one to four.

2. Pose a question or a problem to the class.

3. Have students gather to think about the question and to make sure everyone in their group understands and can give an answer.

4. Ask the question and call out a number randomly.

5. The students with that number raise their hands, and when called on, the student answers for his or her team.

How Can You Stretch Students' Thinking?

This is a flexible strategy that can be used at a variety of levels. The teacher may start with factual information questions, and as students become more familiar with the strategy, ask questions that require analysis or synthesis of information. Student groups can be given statements such as, "School uniforms help to keep students focused on academics." Students' task is to come to consensus on whether they agree or disagree, giving an explanation of their reasoning.

After the students respond, have the other groups agree or disagree with the answer by showing a thumbs up or thumbs down, and then explain their reasoning. Or, if the answer needs clarifying, ask another student to expand on the answer.

# data[].attributes.attachment_link.title
Numbered Heads Together Cooperative Learning Strategy

# data[].attributes.attachment_link.description
Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material by having students work together in a group. This is an excellent strategy for teaching accountability in the classroom.

# data[].attributes.attachment_link.readable_text
Need a quick way for students to find a series of partners on the fly and with ease?

The Kagan "Stand Up, Hand Up, Pair Up" strategy is just what you've been looking for!

Step One: Stand Up!

First step? Easy! All students STAND up!

Step Two: Hand Up!

Is everyone standing? Great! Put one hand up in the air--straight elbows now! We want to make sure that everyone can see your hand!

Having your hand up in the air is your signal to the world that you are in need of a partner.

Step Three: Pair Up!

Now, look around you. Look for someone else that has their HAND UP in the air. Walk toward them, and give them a high five (or an elbow bump, if you're concerned about germs)!

Once you have high fived, you are PAIRed UP! You are now partners.

Complete the task that your teacher assigns (even something simple like saying "Good morning!" to each other; or more involved like a Quiz Quiz Trade activity).

All finished? The task is done, and you need a new partner! Say "adiós, partner", and both of you put your hands back up in the air.

Once again, your HAND UP in the air signals to the world that you are on the hunt for a new partner! Look for someone else with their HAND UP, and high five them to get a new partner and repeat the task.

Why you'll love Stand Up Hand Up Pair Up

I know you will love this strategy like I do. Here are my two big reasons why:

Reason #1: You don't have to organize rows or circles or establish a rotation. It is totally free-form! No organization or planning necessary.

Reason #2: Everyone is busy, all the time. As soon as a pair is done with their task, they find new partners and repeat the task. All students that are done with the task are pairing up to begin again.

Management tips

I like to assign a single task to the whole class. Depending on how long I expect the task to take to complete, I might set the expectation that students have to repeat the task with as few as five classmates or as many as ten.

Here's the trick-- don't wait for all students to complete all their repeats.

As soon as the first five or so students have reported back to you, letting you know that they are done, call time! Stop everyone and have everyone return to their seats (or move on to the next activity). This keeps up the pace of the class and keeps students from sitting idle. If--for whatever reason--I want all students to complete a certain number of repetitions of the activity, I just make sure that I have Fast Finisher activities ready to go.

To encourage everyone to stay on task, I typically deploy the Hole Punch Police.

Learn more Kagan structures

Kagan Cooperative Learning strategies have been a huge part of my career as a language teacher. My methods professor loved them, and my district coordinator at ASD ran a Kagan Course and brought in certified trainers for multi-day workshops.

If you are looking for ways to give your students low-anxiety output opportunities, I highly recommend learning more about Kagan strategies through their online and print resources. If you are a department coordinator, consider bringing a representative to your school or organization!

Remember: Input precedes output

I love Kagan strategies for the opportunity that they offer my students to get up and moving and interacting positively with one another. However, I have to constantly remind myself what I know about language acquisition: INPUT PRECEDES OUTPUT.

When I plan to use a Kagan structure, here are some reflective questions that I consider before implementing:

What input have my students received to support their success in this activity?

What input can my students take in during this activity?

How can I modify this activity to be input-focused?

What measures can I take to ensure that my students remain comfortable during this activity?

How will I keep the output limited (short)?

How can I support accurate output (sentence frames, for example)?

How can I follow this activity with more input?

# data[].attributes.attachment_link.title
Stand Up, Hand Up, Pair Up to find a partner!

# data[].attributes.attachment_link.description
Need a quick way for students to find a series of partners on the fly? Learn how to use the Kagan "Stand Up, Hand Up, Pair Up" strategy in class!

# data[].attributes.attachment_link.title
Transitions: Management in the Active Classroom

# data[].attributes.body
To set up your tables and thus shoulder and face partners, pupils must be tested in some form so they can be ranked.

The task itself needs to be structured so all members of the team contribute.

# data[].attributes.body
-Assign specific roles and responsibilities.

-Storytelling (write about it afterwards)

-Give tokens to each student, so that when it’s their turn to speak they have to turn in the token, and this way all students will get a chance to participate.

# data[].attributes.body
Non-judgemental way of getting students to be paired meaningfully for productive work.

depending on topics: same discussion but individual support for students; or, differentiated questions

random pick for group sharing - set expectations for listening

Teacher to reinforce the focus point Example reading, grammar focus

# data[].attributes.headline
Early Years Application - Ratna/Michelle

# data[].attributes.subject
Early Years Application - Ratna/Michelle

# data[].attributes.body
Each child given a card (picture of a number of objects) that the partner then has to subitise (saying the amount without counting).

Partner A: 'What do you see?'

Partner B: 'I see 2 red apples and 1 green apple.'

Other applications/topics: sound cards (review phonics sounds), reading CVC words, subitising objects, finishing patterns, number bonds etc.

# data[].attributes.body
We meet on a Monday to ask the children what they would like to do in the provision. Use the Round Robin strategy to think, take turns and share ideas.

# data[].attributes.body
Every lesson, allow all students to answer at the same time with well controlled mini whiteboard use.

# data[].attributes.attachment_link.title
To make sure your students are ready to practise, use mini-whiteboards - Tips for Teachers

# data[].attributes.body
Can try this in Drama to explore devising around stimulus (IGCSE. Good starter activity to explore many ideas after initial intro discussion. Keep the rally going until exhausted ideas (could put it on a timer).... good way to generate discussion and initial ideas.

# data[].attributes.body
Whenever you have 3-4 themes when measuring significance, using home and away teams is an excellent means to pull thematic evidence together collaboratively to produce a scaffold to eventually write independently

# data[].attributes.body
Round Robin is a good to practice for everyone to participate effectively .

# data[].attributes.body
Reminder to use some strategies not used for a while - will probably use inside outside circle.

Also thinking of a home and away jigsaw activity for Year 9

# data[].attributes.body
We use a lot of flashcards in Science as there is so much new vocabulary. This is a fun way to get them out of their seats and interacting with each other and help learn the vocab for a topic.

# data[].attributes.body
We are planning to use this in math(s) in Year 2 for addition and subtraction with exchange for two-digit numbers. This is a good opportunity for mixed-ability pairs to share their knowledge.

From the dream team: Leslie, Belvir and Erik

# data[].attributes.body
Y7 and 8 students could use this approach to recap the success criteria for measuring significance in Humanities. Alternatively, recalling key facts about the Historical events we are studying.

# data[].attributes.body
I use this when kids need to quickly find a new partner for a movement activity in music - hand in the air, look for another hand, high five, and they're ready for the game!

# data[].attributes.body
I would prefer this activity in the classroom as its very interactive and each and every student must have to participate so that they can make a jigsaw.

# data[].attributes.body
We are already doing group work in class and strive to make transitions as smooth and seamless as possible. We appreciate the role of a teacher to ensure that all groups are collaborating and communicating, and learning effectively from one another. Instructions need to be clear and precise; simple enough for all to follow.

# data[].attributes.body
One of the few strategies here that can be effectively utilised in an EYC setting. Can be used to broaden social connections, allow students that don't usually interact to bond further, and to encourage lighthearted discussion that enhances language and communication capabilities.

# data[].attributes.body
Ending the day posing the question "What did you enjoy today?" Partners will have lots to share and may then remember something they enjoyed when asked about their day minutes later.

# data[].attributes.body
Use Pear Deck to capture everyone's answers with think time. (We have a subscription, so you can use all the fun features.)

# data[].attributes.attachment_link.title
Best Practices: Multiple Choice - Blog | Pear Deck Learning

# data[].attributes.attachment_link.description
Explore innovative uses and best practices for multiple choice questions beyond tests to foster discussion, check-ins, and effective navigation in education.

# data[].attributes.body
We are learning about materials. Each child in the inner circle could hold a picture of an object and the child in the outer circle would name and identify the materials from which is it made.

Great for number bonds, arrays etc., in Maths and vocabulary development in English

# data[].attributes.headline
Jigsaw - can be an effective way to support less confident students in that there will usually be a less challenging role but which is no less valuable to the group's eventual outcome.

# data[].attributes.subject
Jigsaw - can be an effective way to support less confident students in that there will usually be a less challenging role but which is no less valuable to the group's eventual outcome.

# data[].attributes.body
I love this activity, it is really amazing as an inclusion where all students feel like they belong.

# data[].attributes.body
Slight alteration! In Drama, I will use this to group students for reflection after a scripted performance. I will explore using characters the students performed or role within the group to re-group them. This will allow interesting reflection to occur as they discuss decisions they made specific to the role they performed.

# data[].attributes.body
This could be a useful structure to use during whole class phonics at the end of the week to recap sounds covered during the week.

# data[].attributes.body
After the thinking/discussion time. Can pose questions/follow-ups to whole class as opposed to/in addition to groups.

# data[].attributes.body
Opportunity to do mini-crit giving students opportunities to share their ideas and talk about next steps

# data[].attributes.body
Using Rally Coach with ESL students to practise speaking topics.

A gets a speaking topic and talks about it while B listens and adds/comments on aspects A can improve. Then B highlights what was positive about A's talk.

Repeats the same process. Swap roles.

# data[].attributes.body
students work on a problem together. when done, they tell the teacher. The teacher then asks a "probing" question that checks deep understanding to one of the group (ideally the student they know is least likely to know the answer)...If the student cannot answer in a satisfactory way, the task is not complete and the group do not move on. Through this activity students will learn that they are responsible for each other's learning, not just their own.

# data[].attributes.body
Each student has a piece of paper with a past paper question and the answer. They then walk around the room and find a partner to work with - Partner A asks Partner B the question. If they respond correctly, they swap and Partner B then asks them a question. If they are incorrect, Person A gives them the correct answer first. Once both questions have been asked and answers given, the students swap pieces of paper and move on to find a new partner. This can be repeated multiple times until everyone has seen each question at least once or even multiple times if they need repetition.

# data[].attributes.body
Have a set of problems / questions printed out in large form. Students work with a partner to complete it as quickly and accurately as possible. Swap partners after each question.

Extension: each partner uses a different colour. Total scores for each colour are multiplied, so score is maximised if both contribute equally (e.g. 10 marks from one student only = 10 x 0 = 0 points. 10 marks, 5 from each = 5 x 5 = 25 points).

# data[].attributes.headline
On a slight tangent... but more competitive

# data[].attributes.subject
On a slight tangent... but more competitive

# data[].attributes.body
I could number them as said, and get them to work collaboratively on a task. Then I could call all of the same number to answer a question on whiteboards, see which group's person wins a point. Do again with a different number and question. Eventually see which group accumulates the most points. CHL

# data[].attributes.body
Good activity for learning new content as students must take equal responsibility for learning and teaching each other.

# data[].attributes.body
Use as a starter activity to recap content covered in previous lesson.

# data[].attributes.body
Used to group students quickly for a paired challenge or activity.

# data[].attributes.body
To review language from the previous lesson, I put questions on the board then ask students to walk around the classroom with one hand in the air while I play music. When the music stops they high five the nearest hand saying "choca los cinco" and ask their new partner the questions. Music starts again, they raise their hands and move around until the music stops again. Repeat for 4-5 mins.

# data[].attributes.headline
We will try in our phonics and intervention lessons. 

# data[].attributes.subject
We will try in our phonics and intervention lessons. 

# data[].attributes.body
for sharing tricky words, use it as word game, brain breaks, and as a knowledge harvest.

# data[].attributes.headline
Learning/consolidating red words and phonics 

# data[].attributes.subject
Learning/consolidating red words and phonics 

# data[].attributes.body
Each child could have a red word on a notecard, they can go around the circle practicing their partners red words.

# data[].attributes.body
I can use it to allow students to repeat the instructions/steps to each other.

The next round has to a different person.

# data[].attributes.body
I will definitely try this in my Y8 class, where the students academic level are so different. By grouping them carefully, the capable students can develop their leadership skills, while at the same time the less capable students can learn the text better.

Yuan Yuan

# data[].attributes.body
This can be used to develop students answers especially when analysing language and plenaries

Possible questions could be:

Find quotes that support this statement.

What are the deeper implications of this poem?

What is the success criteria for writing a soliloquy?

What are the key takeaways from this article/lesson etc.

# data[].attributes.body
Students will pair up and observe their peers performing an activity, then they will do the same and after both, they need to discuss what they have done correctly and incorrectly according to them with the teacher's technique references.

We aim to promote students interaction and understanding of the activity performance.

# data[].attributes.body
Outer students given different questions

inside students answer question and then rotate.

each student with mark the others answers

# data[].attributes.body
Running dictation lesson plan focused on instruction writing.

# data[].attributes.body
This can be used for KS3 investigational tasks. On each table of 4, one student can be working on a separate short investigation. They can then present their findings to the rest of the table group. The remaining students can ask questions.

# data[].attributes.body
Giving them a grammar focus for the groups

# data[].attributes.body
Half of the class has cards, one side of the card with the question the other side with the answer. Students go around asking the question. If the other student knows the answer, they will take the card from the first and move to another student and read the question.

If a student doesn't know the answer they will not take the card. The first student will verbally tell them the answer, but keep the card and move on to another student.

# data[].attributes.body
Each child holds a grapheme card. Play music. When the music stops each student finds a partner. One person goes first to share what sound their partner is holding. The next friend shares what sound their partner is holding. Celebrate if they each get it right. Scaffold your friend if they didn't get it right. Then swap cards and play the music again.

# data[].attributes.body
1. Designate Partner A and Partner B

2. Fold the paper in half lengthwise so only one half can be seen at a time.

3. Students take turns solving problems and providing coaching/praise for their partner as necessary.

4. Students take turns solving the problems until the worksheet is complete.

# data[].attributes.body
I would like to use this technique to do a phonics lesson within a small group. To create flashcards on the unit of the lesson.

# data[].attributes.body
During our mat time discussion, we could get all the students to engage with the topic through this approach. After 2 min, we can get the pair to choose a different partners. By doing so, all the students would be exposed to one or more ideas.

# data[].attributes.body
Mindmapping a new idea or developing a piece of visual or contextual research.

# data[].attributes.headline
Jigsaw - can be used in a maths lesson to review 4 concepts.

# data[].attributes.subject
Jigsaw - can be used in a maths lesson to review 4 concepts.

# data[].attributes.body
Split the dance into parts. Each student is responsible for learning their section of the dance. They work with their number 1 etc to learn the section. They go back to their group (1,2,3,4) and take it in turns to teach the dance to once another starting from number 1.

# data[].attributes.body
It is a good activity because the students able to approach and share ideas with other groups. This helps the students to speaks more confidently without fear. Besides, resources like graphic organiser do helps the students to have better understanding as well.

# data[].attributes.body
We're going to give children different colour stickers across the classes and then they have to sit with their colour group for lunch - this will encourage social mixing and making new relationships