Studies have documented the effectiveness of using cooperative learning to increase academic achievement for students with and without disabilities. Results of these studies show students who regularly participate in meaningful cooperative learning activities have higher achievement and greater retention than students who work in a more individual way.

For students with disabilities, cooperative learning is often the key to successful inclusion. Meaningful cooperative learning teaches students to be proactive learners, increases academic discourse and provides opportunities to build a positive social climate. In addition, having student-centered cooperative learning groups allows teachers to more successfully utilize differentiation strategies to meet the needs of a variety of learners.

Here are my top four Kagan cooperative learning structures:

Timed-pair-share

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

This strategy does not require any prep and serves as a quick processing break. I like to use a digital stopwatch to provide visual supports on the time each student has to talk or listen. I've seen teachers use this structure as a preassessment and exit ticket.

Some examples questions:

  • 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?
  • Explain the process of solving a one-step equation, etc.

Rally coach

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

Rally coach is useful for any process or procedure that has a definite right/wrong. One student orally coaches a peer, and the other student writes down what the coach says. Students switch roles. This strategy is a math teacher's favorite because it pushes students to explain the process and provides us valuable data to see where students are making mistakes.

Some sample uses include having students solve multistep word problems in math or change a decimal into a simplified fraction. I also write coaching statements on the board to support students with "effective coaching language."

Numbered heads together

"Teammates work together to ensure all members understand; one is randomly selected to be held accountable."

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 to the question using the information gained from the group discussion.

I provide students with a placemat template so they can all simultaneously record their thinking in their respective numbered box before group discussion. This supports processing and ensures all students have an active role.

Talking chips

"This activity equalizes the opportunity for participation. It also helps the teacher to monitor individual accountability."

In some groups, we have students who are eager to share and others who may be reluctant. Students are asked to discuss a topic in groups. This strategy ensures parity of voice.

As each student talks, he/she places his/her chip in the center of the table (a pencil, pennies, etc). Once a student finishes talking, he/she cannot talk until every other "chip" has been tossed into the center.

If a student doesn't have anything to share on this particular topic, he/she can place a chip in the center at the end. When all chips are down, students retrieve their chips and start over.

Try one of these cooperative learning strategies today. To determine if you're cooperative learning structure will benefit all students, take the PIES test:

  • Positive interdependence: Will the cooperative learning structure create positive interdependence where every member is valuable and necessary for group success?
  • Individual accountability: Do all students have the opportunity to contribute their voice and knowledge?
  • Equal participation: Are all students actively engaged and involved: listening, responding or coaching?
  • Simultaneous interaction: How will you ensure there is 100 percent engagement and all students are building their cognitive schema?