27.

Inner Circle, Outer Circle

Basics

Time needed: 5-10 minutes

Grade appropriate level: K-3
Materials: Only teacher prepared prompts
Classroom Arrangement: Cleared room for students to stand in two circles which
face each other. Cannot be done with minimal space.

Process Directions
The teacher will need to split the classroom in half, giving each

student the number of either a one or a two.

The teacher should have the ones form a circle facing out, while the
twos should form a circle so that each person is facing a partner.
The teacher will then provide students with a prompt or idea and
have the students form questions and to think critically and deeply
about the subject.
The ones will be given a chance to speak first for at least 1-2
minutes, and then the twos will be given the same chance. The
teacher needs to explain that when the partner is talking, there
should be listening ears.
At the end of the time, have the students on the outside move two
students to their left and give another prompt or continue discussion
on the original subject.
Continue this process as long as needed for student learning.

When/Example
This strategy should be used to clarify ideas and gain new

understanding through collaboration.

Use with big strategies or deeper questions. Avoid surface level
discussions that could end quickly.

Source-

Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Publishing.

28. Readers Theatre

Basics
Time needed: 20-40 minutes
Grade appropriate level: 2-3
Materials: Scripts or text for each student and writing utensils to take notes to
help students remember key items (such as their lines, how to say a word, etc.).
Classroom Arrangement: There needs to be a cleared space for the theatre stage
at the front of the classroom.

Process Directions

The teacher will have the students split into groups with the number
depending on the amount of parts to be read within the script or text.
Each group should receive a different text on the same theme or this
should be done in a large group.

The teacher will assign roles to the students and have them begin
working through the words in the text or the script to ensure that
the students know how to say a word and what to say.
The teacher should go over which stage directions to say and which
ones not. This will help the students when reading from the script.
The teacher should allow students to engage in this activity by
allowing small props to represent their character.
After the groups seem to understand their reading, they will come up
group by group and share the story with the rest of the class.
After the readers theatre is over and each group has gone, the
teacher should lead the students in a discussion on the similarities of
the stories or what they can learn from the text.

When/Example

This would be used in a language arts time, to help students engage

with the text or story and truly become a part of it.
Used to help students experience a story first hand and could help
with understanding of a theme.

Source-

Bauer, C.F. (1987). Presenting readers theatre: Plays and poems to read aloud.
Bronx, NY: H.W. Wilson.

29. Bottoms Up, Heads Together

Basics

Time needed: Varied based on content. Can be adapted.

Grade appropriate level: K-3
Materials: Only teacher prepared questions to drive the collaboration process.
Classroom Arrangement: No specific set-up necessary, but it could be beneficial
to split the students up into small table groupings for a shared space.

Process Directions

The teacher will begin by framing a question at each group location

for the students. These questions may be simple discussion questions,
review questions, or even statements
After giving the prompt, the teacher will say: Bottoms up, heads
together to which the students will call back to stating the same
sentence.
When students hear this, they will join with their pre-assigned group
members by sitting on their knees, or on their chairs with elbows on
the table. When their heads are 'together' students will participate
in small group discussions regarding the prompt from the teacher.
The bottoms up portion, comes from the movement the students will
be making as they rotate through the prompts. They will know to move
when the teacher calls out: Switch it, change it and they will call out
Rearrange it as they move.
Each table will have tables or sheets for the students to fill out based
on the experience they will have at that group table. Each group will
have an assigned box and rotations will continue until these boxes are
completely filled and all groups have made full rotations.
The teacher will direct the students to come back for whole group
collaboration once these boxes are filled.

When/Example

This is a strategy that is most effectively used when needing to

prompt deep collaborative discussions. It gives the students time to
analyze and understand material with peers. Used with any subject.

Source-

Adapted from:
Kagan, S. & High, J. (2002). Kagan structures for english language learners. Kagan
Online Magazine. San Clemente, CA: Kagan Publishing.

30. Three Step Interview

Basics

Time needed: 10-15 minutes

Grade appropriate level: 1-3
Materials: Interview sheets or blank paper for words or drawings, and writing
utensils for each student.
Classroom Arrangement: Pair grouping within classroom spacing.

Process Directions

The teacher begins this process by presenting the students with a

prompt regarding a topic in which many opinions could be formed by
the students.
After the students have been presented with the prompt, the teacher
will split them into pairs for the interview portion.
The teacher will explain the interview process. There should be one
interviewer and one interviewee. The interviewer should ask questions
about the prompt or topic and listen to the interviewees answers.
This way they can formulate additional questions from the answers.
The interview should last about 3-5 minutes.
After the first interview is completed the roles reverse and the
process is repeated.
When both interviews are done the teacher will have the class
regroup and talk about what was discussed in their groups.

When/Example

This strategy can be used in any content for a topic that is deep
enough for students to discuss more than surface level ideas.
Could be used as a wrap up or as an introduction to a topic. In order to
get deeper thinking however, it should be used as a wrap up.

Source-

Kagan, S. (1989). The structural approach to cooperative learning. Educational

Leadership, 47(4), 12-15.