Those Who Do the Talking Do the Learning

Sarah Wilson, Instructional Facilitator
Hellstern Middle School, Fayetteville, AR

“Be the teacher you needed when you were younger.”

This quote has always resonated with me during my time as an educator. When I think about my school experience, I can remember going entire days without speaking to anyone in class. I was learning the material, but I wasn’t connected to the class community. As an introvert, I needed a teacher who would not only challenge me academically, but create pathways for me to engage with my peers in a way that was non-threatening and structured. I needed a teacher who taught us social skills in a fun way to curb my anxiety about working with others. I needed a teacher who used Kagan Cooperative Learning structures.

In a Kagan classroom, everyone is learning because everyone is talking.

Kagan Cooperative Learning structures provide space for all students to participate in a meaningful way. With over 250 structures, the possibilities are endless, but all Kagan Structures rely on “PIES”: Positive interdependence, Individual accountability, Equal participation, and Simultaneous interaction. Students work in small groups of 2 – 5 students. Based on the structure, students are all assigned a role. Students cannot opt out of the learning, and the conversations are not dominated by the most extroverted students or students who are fast thinkers. Students learn to listen to others, take turns, articulate their thinking, and celebrate with peers, all while interacting with content. These elements of cooperative learning are important for several reasons. First, students are never alone in their learning, they always have a peer to coach them if they get stuck. Second, if they do get the wrong answer, the small group audience is much less intimidating than being incorrect in front of the entire class. Lastly, even students who are confident in their abilities are learning new strategies and diversifying their thinking by listening to others in the group.

Without fail, when I learn about the newest research, I can celebrate that my classroom already reflects these best practices. Why? Because of Kagan Strategies!

As educators, we are always looking for research-based methods and approaches that align with solid educational theory. The beauty of Kagan is that its philosophy aligns perfectly with good theories and research.

For example, Abraham Maslow proposed that there is a hierarchy of needs. As it applies to the classroom, students need to have the needs met for feeling safe, loved, and a sense of belonging before they can reach the highest levels of self-actualization. The Kagan classroom creates that psychological safety. The classbuilding and teambuilding activities create classrooms where students feel a sense of belonging and connection with peers and teachers. Kagan teaches students how to work together respectfully and shows students that they are capable of learning and growing at the highest levels. Students who are confident and have a growth mindset will be able to set and reach future goals and reach the self-actualization pinnacle of the pyramid.

Maslow’s Hierarchy of Needs

John Hattie has studied factors that influence student achievement. He calculated “effect sizes” for the different factors and organized them on a Barometer of Influence. The barometer has a range from negative .2 to 1.6. The higher the score, the greater effect it has on student learning. For example, here are some items in Hattie’s Barometer.

John Hattie’s Barometer of Influence

Hattie argues that in order to maximize student learning and achievement, educators should focus on interventions in the “zone of desired effects.” Kagan Structures produce desired effects. They require participation from every student, which communicates that the teacher believes everyone can learn. Kagan Structures embed instant feedback from peers and teachers so that students do not waste time practicing ineffectively and also promote structured classroom discussion about content. This means all students are interacting with material through listening, speaking, and writing.

When I began my journey as an educator 15 years ago, I made it my mission to be a voice for the introverts. How many times have we heard teachers label students as quiet, shy, or even worse, “disengaged,” just because they are not given the opportunity to participate in a more comfortable situation? Kagan Structures break down the barriers that keep students silent. I no longer need to be the voice for the introverts. Now I just open the door for them to use their own voices.