Example: HOW: Each student gets three (or however many you WHY: This encourages ALL students to
Talking Chips want) chips. They get into small groups and are given engage and share in collaborative learning.
discussion questions. Each student MUST use all of their It curbs the more talkative students and
talking chips to discuss, but once they are gone, they cannot fosters a more even discussion.
say anymore!
1. Group HOW: Students are split into different groups, each of WHY: This encourages students to be
Jigsaw which they will be an “expert” on. The text material is engaged and share what they have learned
chunked into the same number of students for each group. from other groups. Chunking the text into
Each student studies and becomes an expert on their small smaller parts makes it more manageable to
part of the text. They will then switch to another group to remember important things about. Also, the
discuss the small part of the text that they were tasked with sharing of information between groups
learning. At the end, everyone returns to their original allows each student to feel that their role is
group and teaches the other students in their group what important.
they have learned.
2. Trashkit HOW: Students are split into different teams, where they WHY: This allows students to create
Ball will answer questions from the teacher. As a group, an connections and work in a group/team
answer will be decided on and written on a whiteboard. A setting. The students have to collaborate to
student from the group will be called on to answer the come up with the correct answer. Not
question for the entire group. If the student gets the answer working as a team can result in coming up
correct, they get a point and a chance to try and shoot the with the wrong answer. Reviewing and
ball into the trash can for extra points. At the end of the answering questions together allows
game, the team with the most points wins. students to learn from one another.
3. Peer HOW: After listening to the teacher give their lesson, the WHY: This allows students to hear and
Teaching students will pair up with another student and teach each learn from their peers differently. Students
other the skill or topic that was covered in class. In math, it
interpret the information from the teacher
might be working through an addition, subtraction, in different ways and can describe it in a
multiplication, or division problem. Or in reading, it might way that others might better understand. It
be going over again the elements of a story and what we can reinforces the students’ understanding
infer from what was read. through explanation and responsibility.
4. Gallery HOW: Each student creates a visual project that is WHY: This encourages the students to
Walk displayed in a circular formation around the room. The walk around the room and interact with one
other students are then free to walk around the room and another and the projects displayed around
interact with other students, and view the work that students the room. It allows students to receive
in the classroom have completed. Students take notes about feedback from their peers. It also allows
the things that they are seeing to later reflect on them with a
students to be creative and feel proud of
partner or in a small group. what they have put out for others to see and
enjoy when walking around.
5. Blurt HOW: Each student gets an organizer chart to write all of WHY: This helps students limit calling out
Graphic their “blurts” down on paper. During important instructional in the classroom. These blurt notes can then
Organizer class time, students can write down any connections, be shared with other students to share their
comments, or questions that they have or are thinking of thoughts with others during discussion
during class. The students will keep these and will always times.
be adding to these charts until they are full. After they are
full, students can then get a new paper to continue learning.