DOCUMENT RESUME ED 237 623 UD 023 261 -AUTHOR Slavin, Robert E. --TITLE Using' Student Team-Learning. The Johns Hopkins Team Learning Project. INSTITUTION Johns Hopkins Unim.,_Baltimore _:15. Center for Socidl- Organization of Schools. _PUB DATE 78 NOTE 50p. -. t . PUB '!TYPE /Guides r Classroom Use - Guides (For Teachers (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Basic Skills; *Concept-Teaching; Elementary Secondary Education;- Instructional Materials; *Interpersonal Competence; Peer Teaching; Racial Integration; *Self Concept; ,Teaching Methods; *Teamwork.- IDENTIFIERS Jigsaw; *Student TeaM Learningr'Student Teams Achievement Divisions; Teams Games Tournaments Techniques ABSTRACT The pUrpobe of-this manual,is.to -give teachers the infOrmation they.need-to use student-team learning,- which is described as a Method to promote major academic-and nonacademic goals- such as improved basic skills, improved student self7tconceptr-iand better interpersonal /cross - racial relationships. Complete direct -irons are:vi'ven for...three techniques: (1) :TtaMs-Gernte-TournaMents (TOT) uses-fade-to face- competition on academic games to.teach-basidskills materials_ with one right answer; ,(2)- Student-Teams-Adhievement,' Divisions (STAD) uses quizzes and also focuses on objective- answer type materials; and .(3) Jigsaw uses more structured pier tutoring than'TGT and StWand isjnost appropriate for literature,, social studies, and the concept learning aspects of-science. Jigsaw also -provides extensive practice in reading 'for meaning in whatever subject is-used..Two forms of Jigsaw are presented; one requiring lees-teacher preparation time than the other.-Also given are directionsjor Rutabaga,-:which is TOT adapted to oral reading' in elementary schools. In addition,--the manual includes instructions for ceMbiming_,TGZ end STAD -anddirections'for a full-day cooperative model that'dees:40.1-of the techniques. Appendices4nclude scoring data and sheets, instructions for making curricultim materials,:and sample materials. -(CMG) _Reproductions. supplied by EDRS- are the best hat-can be made from the original document. ***** ** ******** ******* ' DEPARTMENT OIEDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS EDUC IONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER !ERIC) his. document has been ofprOduced as received from the person or orgonOotion originating it, littmor enangeS have been made to improve reproduction quality. puede ci view of opinions stated in this docu- TO +HE EDUCATIONAL RESOURCES ment do not necessarily represent official ME INFORMATION CENTER (ERIC)," position of pokey. PRZZILCZ This manual is the latest product of a program of research that dates back to 1970. Many, many individuals were involved in creating and evaluating the team techniques presented here. David De Vries and Keith Edwards developed Teams-Games-Tournaments based on earlier work by Layman Allen, James Coleman, and others. Gail Fennessey wrote the first TG-r manual, of which this one is a direct descendant. Elliot Aronson is the originator of Jigsaw, and has been most helpful in facilitating our inclusion of Jigsaw in this manual. Others who have participated in the research and development of Student Team techniques over the years are listed below: Ida Mescon J. Richard Lewis John Hollifield Bernard L. Blackburn James McPartiand Anna Harris Susan Shackman Eileen Oickle Burma Hulten Elizabeth Wells John Snyder Joel Carrington Michael Lombardo Carolan Smith Philip Lucasse Mary Waters Ceonard Guedalia Richard Leath Nancye Milam Stephen Checkon Beverly German . and the many, teacher.% students, and .others who participated in the research' and development of Student Team Learning. 01978, The ohne Hopkins University 2 TABLZ OF CONTZNTO .Introduction 4 How to Use This Manual 9 Teams-Games-Tournaments 10 Overview 10 .Preparing to Use TGT 10 Introducing TGT to Your Class 13 Studant Teams-Achievement Divisions 21 , Overview 21 Preparing to Use STAD 21 Introducing STAD to Your Class 21 4 Jigsaw II. .. .. 26 Overvie'w 26 Preparing to Use Jigsaw II 26 Introducing Jigsaw II to Your Class 27 Original Jigsaw 29 Rutabaga 29 The Full-Day Cooperative Model 30 Improvising Basic Principles of Team Techniques.. ..... .... 30 Absences and Other Problems 31 References 31 Appendices 32 1. Score-to-Percentage Converter 32 2. Prorating Scores for Teams with Two, Three, or Five Members 33 3. Instructions for Making Your Own Worksheets, Games, and Quizzes (TGT and STAD) 34 4. Sample Jigsaw II Unit 43 5. Sample Game Score Sheets (TGT) 45 B. Tournament Score Sheet (TGT) .............. ..... ............. 46 7. Team Summary Sheet 47 8. Quiz Score Sheet (STAD and Jigsaw II) 48 3 4 INTRODUCTION Jigsaw. The Jigsaw Method was first investigated as a way.to increase students' liking of others in inte- ffi Do you remember being on a softball team, up at grated classes, but later research found it tohave bat, with your teammates behind you shouting, "Hit it positive effects in ether areas as well. In the Jigsaw, a mile!"? You knew you would do your best because students are assigned to six-member teams. Academic your peers, the people who meant the most to you material is broken down into as many parts as there besides your family, depended on you. The thrill of ar,-,-.'lidents on each team. For example, a biography coming through for the team, of being the "star" e' le broken into early life, 'first accomplishments, for a day, is one that few people forget. Being or tbacks, and so on. Members of the different team, working for a cooperative goal, can be ar-_- no have the same section form "expert most exciting experiences in life. and study together. Each then returns to his or Can this peer support 'tor :chievement, the I, i and teaches the section to the team. Often, acceptance-of teammates, and the excitemer -i-, -tents take a quiz on the entire set of material. work be transferred to the classroom? Such he-iy way students can do well on this quiz is to James Coleman in The Adolescent Society -.rr, Jse attention to their teammates' sections; so Brofenbrenner in Two Worlds of Childhood r.,- -nts are motivated to support and show interest gested that teams could work in the classrcur. ar, Ja in jch-others' work. In Jigsaw II, a modification of the long tradition of research in social psyche( la -gsaw Method, each student reads all of the material, shown that people working for a ccoperati- Jut focuses on'a particular topic. Students discuss to encourage one another to do their besttc ne, their topics in the "expert groups," and then teach other do well, and to like antilirespect onean.' them to their teams. What remains is an engineering task: Hoy. Teams-Games-Tournaments. Teams-Games-Tourna- learn-ing be made practical and effective in - c ments tiGT) is the researched of the classroom room? techniques that use teams. In TOT, students are This question touched off six years of res2,1--.-_-Ii any assigned to four- or five-member learning teams. Each development in classrooms, carried out primarily k'y week, the teacher introduces new material in a lecture three independent groups of researchers: Elliot or discussion. The teams then study worksheets on Aronson, now at the University of California at Santa the material together, and at the end of the week, team .Cruz; David Johnson, at the University of Minnesota; members compete in 'tournaments" with members of and David De Vries, Keith Edwards, and Robert Slavin, other teams to add points to their team scores. In the at The Johns Hopkins University. tournaments, students compete on skill-exercisebames The result of this research and development may be with others who are comparable in past academic per- one answer to a major contemporary dilemma of formance. This equal competition makes it possible schools:iechniques that achieve the humanistic goals for every student to have a good chance of contributing that were the focus of education in the 1960's as well araximum number of points to his or. her team. A as-the basic skills learning goals that are now being weeklyfnewSletter, prepared by the teacher, recognizes emphasized. successful teams and students who have contributed' When we place students on learning team, each outstandingly to their team scores. The excitement and student knows that a group of peers supports his or her motivation generated by TOT is enormous. Teachers academic efforts. This is true because no student an using this method have reported that students who be successful unless his or her teammates do their were never particularly interested in school were corn- : best. Think back to the softball game.- If you got tat ing in after class to get materials to take home to study, hit, yo r teammates went wild with approval; if you asking for special help, and becoming active in class didn't, th consoled you and began enco the discussions. In one projeCt in a Baltimore junior high next bat. Can you remember anythingti -e that hap- schoOI that contains a large number of students bused pening in class? If you can,'it was probably in a team from the inner city, almost every student in two classes spelling bee or other team activity in which your aca- stayed after school (and missed their buses) to attend demic efforts could help a group to be successful. a tie-breaker playoff in the TOT tournament compe- tition. Team. Techniques Student Teams-Achievement Divisions. Student Our research has demonstrated that teams can be Teams-Achievement Divisions (STAD) is a simple team successfully transplanted from the playing field to the technique in which students work in four- or five- classroom. Three team learning techniques have now member teams, and then take individual quizzes to been extensively researched and found to significantly make points for their team. Each student's score is - increase student learning. These are Elliot Aronson's compared to that of other students of similar past per- Jigsaw Method, David DeVries' Tearns7Games-Touma- formance, so that in STAD, as in TOT, students of all ments, and Robert SlaviiVs Student Teams-Achieve- ability levels have a good chance of earning maximum ment.Divisions.