Presented by: Caroline Dodgeon Support from: Ruth Farrimond

1. Presented by: Caroline Dodgeon Support from: Ruth Farrimond It’s all about engagement!

2. ‘Only when students are willing and able to work together will we maximise the learning potential of our students’ • Objective • To develop greater understanding of ‘Positive Interdependence’ and what it looks like in the classroom. • Outcomes •  To define and explain Positive Interdependence and its links to Classbuilding and Teambuilding • To investigate some Classbuilding and teambuilding structures. •  To generate an idea to use in your the classroom

3. Brainstorming • You are going to brain storm: • What you think classbuilding and teambuilding might be. • How they could link to ‘Positive Interdependence’ • What the positives and negatives could be about using them in your classroom. ‘When there is a positive correlation among outcomes, participants almost certainly work together. They cooperate, help each other, and encourage each other. In class if I know your success will somehow benefit me, naturally I hope you will do well and I will encourage, help, and tutor you.’

4. Blind sequencing On your cards you have some significant dates in the calendar. Your task is to order the cards into the correct sequence. Share out the cards face down to the team. Number 1 describe your card to the rest of the group. (but do not show them) Number 1 say where you think your card might go. Discuss as a team to agree and then place the card face down in the correct place. Each teammate takes turns to describe their card and the team come to a consensus about where the card belongs before it is placed face down on the table. When all the cards have been placed down the team can check for consensus.

5. Inside-Outside Circle Partner A from each pair move to form one large circle in the class facing in. Partner B’s find and face their partner. The inside circle asks the question from their question card, outside circle answer and inside circle praise or coach. (or teacher asks questions) Partners switch roles Trade cards Inside circle rotates.

6. Timed-RoundRobin • Assign information •  Read information – independent learning • [can put up to 5 key words on whiteboard as a prompt] •  Number 3’s starts – explain/summarise in 2 minutes •  Number 4 – 2 minutes and so on •  Once round under timed conditions taking turns

7. Team Project Materials Who Touches 1 Large Poster Paper All may touch 8 Crayons 2 colours each 2 Scissors Students #1 and #4 Glue Sticks Students #2 and #3 Roles: Number 1’s - Gatekeeper Number 2’s - Focus Keeper Number 3’s – Recorder (Main) Number 4’s - Checker You are going to create a poster that could be used by others to explain the ideas of Teambuilding, Classbuilding and Positive Interdependence.

8. Over to You • Have a go at planning a Kagan team activity for a lesson that you teach. • Things to consider: • What roles do you want pupils to have? • What materials do you want them to use? • How will you ensure that all pupils are all playing an equal and important role in the task? • Are they all working towards the same outcome? Does the task require them all to play a part and help one another?

9. Consolidate & The future

10. Any Questions?

11. ‘Only when students are willing and able to work together will we maximise the learning potential of our students’ • Objective • To develop greater understanding of ‘Positive Interdependence’ and what it looks like in the classroom. • Outcomes •  To define and explain Positive Interdependence and its links to Classbuilding and Teambuilding • To investigate some Classbuilding and teambuilding structures. •  To generate an idea to use in your the classroom