Special Article

IV. Relationship to Kagan Structures

These two basic principles play out differently in the steps of different Kagan Structures. Let's examine a few structures, step-by-step to analyze for positive interdependence (P) and individual accountability (I). Analyzing a few structures deepens our understanding of these two important educational principles and illustrates where and how these principles are integrated into Kagan Structures. In designing Kagan Structures we have taken care to integrate each of the PIES principles, but they are integrated in different ways in each structure.

RallyRobin

RallyRobin is a simple pair structure most often used to recall a series of items (name prime numbers), or to generate multiple possible answers to a question (name possible causes of an event).

Step 1. Teacher asks question and provides think time.
P: None
I: None Step 2. Student A answers.
P: Student B gains from the good answers of Student A
I: An individual public performance is required of Student A Step 3. Student B answers.
P: Student A gains from the good answers of Student B
I: An individual public performance is required of Student B Steps 4, 5, 6…. Students continue taking turns sharing answers until time is up.
P and I: Present at each step, as in Steps 2 and 3

Timed Pair Share

Timed Pair Share is a simple pair structure most often used to allow students to express an elaborated response (What is your stance on Capital Punishment? Give reasons for your stance.).

Step 1. Teacher asks question and provides time frame and think time.
P: None
I: None Step 2. Student A responds for predetermined time; B listens.
P: The good responses of Student A benefit Student B
I: Student A is required to respond to peer Step 3. Student B responds to the answer of Student A.
P: None
I: Student B is accountable for listening* Step 4. Student B responds for predetermined time; A listens.
P: The good responses of Student B benefit Student A
I: Student B is required to respond to peer Step 5. Student A responds to the answer of Student B.
P: None
I: Student A is accountable for listening*

*Note: The type of student response required will determine if there is accountability for listening. For example, if students are allowed a generic response such as "Good job," they can say that to anything and do not have to listen. If, however, they have to respond with a specific response, such as "Your most convincing argument was…," then they are held accountable for listening.

Numbered Heads Together

Numbered Heads Together is a team structure most often used for oral review of content (What are the steps of the scientific inquiry process?) for problem solving (If it is 9am in California, what time will it be in New York three hours later?) and for generating ideas (What are some of the ways we could reduce the number of homeless?) .

Step 1. Students number off in teams.
P: None
I: None Step 2. Teacher asks question and provides think time.
P: None
I: None Step 3. Students individually write answers.
P: None
I: Partial - Individual performance required, not yet public Step 4. Students stand and show each other their answers and improve their own answers based on information from teammates. When finished they sit down.
P: Students benefit from answers of others
I: Individual response made public Step 5. Teacher calls a number.
P: None
I: Partial - Some students will be required to respond Step 6. Students with that number respond.
P: Students benefit from answers of those who respond
I: Full - Individual public performance required* Step 7. Correct responses are applauded.
P: None
I: None*Note: A simultaneous response from all those with the number called (e.g. All #4s go to the board to show your proof) creates more individual accountability than does just calling on one student.

Each in their own way, structures are carefully designed to include both positive interdependence and individual accountability, ensuring positive outcomes for students. With structures, students receive both the support and the pressure necessary for achievement.

Positive Interdependence and Individual Accountability
— Powerful Gifts!

Positive interdependence and individual accountability are two powerful gifts. When present in our classrooms, students are mutually supportive, willing to encourage and tutor each other, and motivated to achieve. Either principle operating in isolation creates an imbalance. Together they team up so students feel supported and motivated, even when faced with difficult learning tasks.

Although teachers can take time to design each lesson to include positive interdependence and individual accountability, we at Kagan advocate a different solution. By frequently using structures that are carefully designed to include a good balance of both principles, a teacher does not have to worry about designing each lesson from scratch. We have made the job easy. Using existing content, the teacher delivers any lesson through proven structures and is assured of success.

Some have asked, Why bother learning about the basic principles if they are already built-in to existing structures? Understanding the principles allows us to know what we can and cannot tweak in a structure, helps us understand what motivates and supports our students, how to create a community of learners, and helps us become informed educators. When we fully understand both positive interdependence and individual accountability, we have gone a long way to structuring for full engagement and success for every student.

• « Previous
• 1
• 2
• 3
• Next »