Thanks to experts who have visited our school district, our teachers have a renewed appreciation for cooperative learning. Talking and listening time has once again risen to the top of the list and sits alongside reading and writing. However, do cooperative learning structures ensure that students are practicing academic discourse? Consider the following scenario.
A kindergarten math standard sets the expectation for students to analyze and compare 2- and 3-D shapes using informal language (number of sides and vertices/corners, having sides of equal length). When asked to analyze the parts of a triangular prism, a proficient student might describe it as a 3-D shape that has five faces and six vertices or corners. The function of language in this example is to describe and important vocabulary might include 3-D shapes, faces, and vertices (along with 2-D shapes, size, length, equal, etc. for the whole standard). Students also need to know how to use nouns and adjectives correctly as they form their sentences. Add to this the varying levels of language proficiency in a classroom and we finally have a clear picture of the high language demands. (Adapted from Hill & Miller, 2013)
In short, we need to keep proficiency levels in mind as we choose a structure. Now that I've complicated things, let me give you a few examples of supports. These are simple ways to adjust structures as well as specific structures for each level that will ensure all students are engaged in academic discourse.
Preproduction
Early Production
Speech Emergence
Intermediate and Advanced Fluency
For all stages:
Kagan source: http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-Language-Learners
A kindergarten math standard sets the expectation for students to analyze and compare 2- and 3-D shapes using informal language (number of sides and vertices/corners, having sides of equal length). When asked to analyze the parts of a triangular prism, a proficient student might describe it as a 3-D shape that has five faces and six vertices or corners. The function of language in this example is to describe and important vocabulary might include 3-D shapes, faces, and vertices (along with 2-D shapes, size, length, equal, etc. for the whole standard). Students also need to know how to use nouns and adjectives correctly as they form their sentences. Add to this the varying levels of language proficiency in a classroom and we finally have a clear picture of the high language demands. (Adapted from Hill & Miller, 2013)
In short, we need to keep proficiency levels in mind as we choose a structure. Now that I've complicated things, let me give you a few examples of supports. These are simple ways to adjust structures as well as specific structures for each level that will ensure all students are engaged in academic discourse.
Preproduction
- If possible, a peer buddy can translate the question and his/her response
- Provide opportunities for non-linguistic responses
- Student can be the third person in a group
- Some specific Kagan Structures that allow for a kinesthetic response are Line-Ups, Formations, Mix-Freeze-Group, Similarity Groups, Corners, Round Table, and Rally Table (Kagan, 1995).
Early Production
- Co-construct a word bank with pictures related to the unit or subject, display word bank during cooperative learning
- Provide sentence starters and a mini-lesson on its grammar. For example, if the sentence starter is “I predict __.”, then a grammar mini lesson would focus on future tense: is going vs will (Hill & Miller, 2013 p. 29).
- Kagan Structures that are beneficial for these students are Timed-Pair-Share, Fan-N-Pick, and Find-Someon-Who because because they involve praising, critical questions, and responding to input. To recite essential language, teachers can also use Poems for Two Voices, Songs for Two Voices, and ReadingBoards (Kagan, 1995)
Speech Emergence
- Co-construct a word bank with pictures related to the unit or subject, display word bank during cooperative learning
- Provide sentence starters and a mini-lesson on its grammar. For example, if the sentence starter is “I predict __.”, then a grammar mini lesson would focus on future tense: is going vs will (Hill & Miller, 2013 p. 29).
- Kagan Structures that for brief responses are RallyRobin, Numbered Heads Together, Showdown, Match Mine, and Spin-N-Review (Kagan 1995).
Intermediate and Advanced Fluency
- Model longer, more complex sentences
- Of course, any Kagan Structure is recommended but, Talking Chips, Timed Pair Share, Spin-N-Think, and One Stray all allow for extended discourse (Kagan, 1995).
For all stages:
- Initially, teach the structure without content to help lower affective filter and serve as a team builder.
- Give think time after asking the question.
- Teach key academic vocabulary.
- Use heterogeneous groups.
Kagan source: http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-Language-Learners