KAGAN of the Month
November 2019
Varying Volumes
A problem that some teachers encounter when implementing Kagan Structures for active engagement is that their students don’t know how to differentiate their speaking volumes, and the noise level becomes problematic when implementing a structure. When students don’t know how to do something, preventing them from doing that thing doesn’t help them learn how to do it. In fact, quite the opposite is true; if we avoid having students do what they’re unable to do, those students will leave our classrooms at the end of the school year still not knowing how to do it. When it comes to adjusting the volume of our voices, I find this is extremely true. Just think about real-life scenarios:
- You’re trying to listen to a speaker in a large group setting and he’s speaking so softly that you find it difficult to hear him. Quickly you lose focus and become disengaged.
- You’re in a restaurant and can hear the conversations that people are engaged in three tables away from you. You find it hard to enjoy your meal because of the distracting conversations.
- You’re watching a movie in a theater with a friend. You whisper something to her, and she loudly responds to you. People several rows around you annoyingly stare at you. You’re so embarrassed that you vow to not go to the movies with this friend again anytime soon.
- Someone is in an emergency situation outdoors but doesn’t know how to get other people’s attention for help. It takes a considerable amount of time before anyone knows that there is a severe problem, thereby escalating the emergency situation.
To successfully engage in Kagan Structures, our students need to learn how to adjust their volumes, primarily in the following four ways:
- Partner Voices
- Team Voices
- Whole-Class Voices
- Outside Voices
Article by RICK DUVALL, PH.D.
3rd - 8th Structure of the Month
Numbered Heads Together
The November structure of the month is Numbered Heads Together. Teammates put their “heads together” to reach consensus on the team’s answer. Everyone keeps on their toes because their number may be called to share the team’s answer.
Numbered Heads Together is great for team builder and knowledge building. It is great for review and processing information.
It's important that you're modeling the expectations for teams. Focus on when students should work independently and when and how students should share. Students will need to be taught how to reach a consensus as a team. Try it with fun topics before you use content.
Kindergarten - 2nd Structure of the Month
Numbered Heads Together
Numbered Heads Together is the structure that primary grades will work on for the month of November. Teammates put their “heads together” to reach consensus on the team’s answer. Everyone keeps on their toes because their number may be called to share the team’s answer.
Numbered Heads Together is great for team building and knowledge building.
It's important that you're modeling the expectations for teams. Focus on when students should work independently and when and how students should share. Students will need to be taught how to reach a consensus as a team. Try it with fun topics before you use content.
Note From Your Coach:
Josh Van Tassel
Imagine Kissimmee Charter Academy
Email: josh.vantassel@imagineschools.org
Website: www.imaginekca.org
Phone: 407-847-1400
Twitter: @TheEngagingVT