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Kagan in literacy

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Kim Sonderman

on 23 July 2014

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Transcript of Kagan in literacy

works well with non-fiction articles because they can be read in chunks to the class. The students have pencils down and listen to the nonfiction section as the teacher reads it. Then they have the opportunity to sketch a picture of the main idea from the section. They turn to a partner after and they both describe what they remember that they included in their picture. Details that were forgotten may be added at this time as well. Then finally, students write 1-2 sentences to draft the main idea from that section.
Round table
can be used where students take turns passing a piece of paper and pencil around the table. Although this cooperative learning strategy can be used for various elements of reading, it can be used to recall details in a story, important events, building a story or sentence, character traits, sequence of events, etc. for comprehension. Students are not allowed to say, "PASS" but can repeat and answer if they are unable to think of something. This holds each student accountable for the learning that is taking place.
can be used cross curricular for common core concepts/objectives. Question cards such as math problems, review question for a test, etc., are placed in the middle of a table. Each child has a piece of paper or white board for their own answers. One "Captain" pulls the first card and reads it to the group. This allows them to practice fluency and question asking. The peers record their answer privately on their own board. When everyone has their hand raised/marker down, the "Captain" yells, "Showdown!" Everyone shows their answer. If a wrong answer is revealed, the "Captain" must explain how the student can find the correct answer. This explaining maximizes learning for the "Captain".
Stir the Pot-
Each group member in each group numbers off (ex 1-4). Students are given a question to discuss and come up with an answer in a "huddle" format. When all students are sure of the answer and how to explain it, they straighten out into a line and face the teacher. The teacher calls a number for each group (Ex: Member 3). That member turns right and moves to the next group to share the answer. After, this member joins this new group. It allows students to work in pairs and feel confident about explaining the material to another group. It allows struggling readers to hear explanations from other peers instead of the teacher as well as builds their confidence when/if their number is called so that they can personally share the information the group came up with.
Quiz Quiz Trade-
Pair up students, they each have a card with a question on one side and the answer on the back. They ask their partner the question and check the answer. Then the partner asks their question and checks the answer. They switch cards and then switch partners. Working with a peer one on one asking questions (even if you're having the pairs rotate after they each ask a question) is often less intimidating than asking/answering questions in front of the entire class. ELL students can hear English being read to them and modeled as well as reviewing elements of the curriculum, and they also get a chance to read/ask the questions of their partner as well.
Kagan in literacy
What is cooperative learning?
Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994).
Kagan strategies can work with any grade level with some modifications and guided practice.
Struggling Readers-
Stir the Pot
Get your students up and moving during literacy instruction to help improve engagement. Kagan strategies can help with comprehension, writing, ESL learners and more!
P-Positive Interdependence
I-Individual Accountability
E-Equal Participation
S-Simultaneous Interaction
Team Interview-
"Stand up Hand up Pair up" to find a partner then they go back and forth asking each other questions to get to know each other. Then, share the information about their partner with the whole group. This builds friendships and a sense of community within the classroom when students know personal information about each other. Adolescents also like getting up, moving around, and finding out more about one another so that they feel comfortable doing other cooperative learning strategies later on.

Early Intervention-
the Room
Students are shown a picture or object and they are given time to silently look at the picture without writing. The picture/object is then removed from their sight and they record as many details about the picture/object as possible. Students then pair up and discuss the characteristics that they recorded and add any details from their partner that they may have forgotten. This can be done a second time with a different picture/object and student can choose which object to write about at the very end (from the two presented) because they now have characteristics/details for both that they can use in their writing piece.
Using cooperative learning
Read the Room-
post different words around and students must write them on their answer sheet. For example, long and short I words. Students walk around and write where it belongs. They can then compare with a partner afterward, or do a small writing with their words.
Magnesio, S. & Davis, B. (2010) A teacher fosters social competence with cooperative learning. Kagan Online Magazine, 42(1), 4-8. Retrieved from www.KaganOnline.com
This article is about a study done on the change in social climate of a classroom after using Kagan strategies. The author talks about the students feelings on group work before and after implementing Kagan and the gains in social skills she saw in her students.

Patterson, E., Schaller, M. & Clemens, J. (2008). A closer look at interactive writing. The Reading Teacher, 61(6), 496–497. doi: 10.1598/RT.61.6.8
This article talks about interactive writing in a classroom and the benefits of using a cooperative strategy. Interactive writing has students share the same pen to complete a writing together. In the article they read a book and then shared the pen to write the different parts of speech from the story. It gives each student the chance to share some of their own learning while being able to learn from others in the group. It promotes cooperationwhile still holding each student accountable for sharing something with the group. This article gives you one example of an interactive writing lesson you could use in your own classroom.
Brandt, R. (1989). On cooperative learning: A conversation with Spencer Kagan. Educational Leadership, 47(4), 8-12. Retrieved from EBSCOhost
A short interview with Spencer Kagan about his research behind cooperative learning and the benefits it can give a school.
Cline, L. (2007). Impacts of Kagan cooperative learning structures on fifth-graders' mathematical achievement. Kagan Online Magazine, 37(1), 3. Retrieved from www.KaganOnline.com
Results from a study comparing the usage of Kagan strategies in a 5th grade math classroom. The study shows the gains the room using Kagan had furthering belief that Kagan strategies can help all student’s in our classrooms.
Kagan, L. (2013). Kagan professional development. San Celemente, CA: Kagan Publishing
This workbook goes along with a 2 day Kagan PD session. You fill in the blanks as the presenters go through each strategy discussed and show displays for all grade levels focusing on literacy. It’s a great reference to keep around after attending a Kagan training.

Kagan, S. & Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing
This is the guide to Kagan strategies to use in your classroom. It is filled with many Kagan strategies you may already know and use along with new ones. Each strategy is explained with a purpose, step by step instructions to each to your students and examples from the classroom. Kagan has also included school testimonies about how academics have boosted when these strategies have been put into place school wide.
Get together with your grade level team and discuss how you could use one of the strategies from today!

Please take the survey before leaving!
Professional development sessions need to target the needs of our students, ideas that we can take into our classroom and help our students. IRA and other organizations provide great articles from educators with ideas on how to help and motivate our students.

“Who knows, you may even remember what it was like to truly love reading yourself!” (Sladek, 2011).
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