Brainstorming Carousel Feedback

(teambuilding, thinking) (communication skills, information sharing)

Each student is given a special role and Teams rotate from project to project to
contributes to the team’s “storm” of give feedback to other teams.
ideas.

1. Teams stand in front of their own

projects.
1. Teacher assigns roles
a. Speed sergeant – encourages speed 2. Teams rotate clockwise to the next
b. Sultan of silly – encourages silly ideas too project.
c. Synergy guru – encourages teammates to
build on other ideas too. 3. For a specified time, teams discuss their
d. Sergeant support – encourages all ideas, reactions to the other team’s
suspends judgement project – no writing at this time.
e. One student will also serve as secretary
and record each idea on a slip of paper (can 4. Person #1 records feedback on feedback
be in addition to another role). form.

2. Teacher announces a topic which prompts 5. Teacher calls time.

students to generate creative ideas. A
prompt should have no right or wrong 6. Teams rotate, observe, discuss, and give
answers; it should be open-ended enough for feedback on next project. A
students to come up with loads of creative new recorder is selected each round.
ideas.
7. Teams continue until each team rotates
3. In teams, students generate ideas. back to its own project or until the
Remind them of their roles. The secretary teacher calls time.
is not to stack or hold the slips of paper but
to lay them out for the team to see. 8. Teams review the feedback they received
from the other teams.
**Alternative: Thinkpad brainstorming – No This material has been reproduced/adapted from the following
roles. Students generate items book from Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
on thinkpad slips, announcing them to book. San Cemente, CA: Kagan.
1(800) 933-2667
teammates and placing them in the www.KaganOnline.com

center of the table.

Corners
Students move to different corners of the
room, depending on their point of view.
Fan-N-Pick
This activity may help them see that not (teambuilding, mastery, thinking,
everyone shares the same point of view, communication)
and it may stretch their own way of Students play a card game to respond to
thinking. questions.

1. The teacher announces “corners.” Then

she announces the choices for each corner
of the room. “If you were to be a doctor,
which specific profession would you choose: 1. Student 1 holds question cards in a fan
cardiologist, psychiatrist, dermatologist, or and says, “Pick a card, any card!”
pediatrician?”
2. Student 2 picks a card, reads the question
2. Students are then given a small amount of out loud and allows five seconds of think
silent think time to make a choice. They will time.
write the name of their corner on a piece of
paper but should not discuss it with anyone 3. Student 3 answers the question.
else.
4. Student 4 restates the answer.
3. Teacher tells students to go to their
chosen corners. Once they are in their a. For right or wrong answers, Student 4
corner, they must find a partner to talk with checks and then either praises or coaches.
– someone not on their regular team.
b. For higher-level thinking questions which
4. Pairs will then discuss the reason(s) for have no right or wrong answer, Student 4
their choice. Teacher will then select a few does not check for correctness, but praises
students from each corner to share what his and paraphrases the thinking that went into
or her partner shared. the answer.

5. Students rotate roles one clockwise for

This material has been reproduced/adapted from the following book from
Kagan Publishing: each new round.
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
book. San Cemente, CA: Kagan.
1(800) 933-2667 This material has been reproduced/adapted from the following book from
www.KaganOnline.com Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
book. San Cemente, CA: Kagan.
1(800) 933-2667
www.KaganOnline.com
Find My Rule Find the Fiction
(thinking, classbuilding) (teambuilding, mastery, thinking)
A great strategy for encouraging logical
thinking and inductive/deductive Students pick out the fictitious statement
reasoning. This activity works well for from a set of three statements.
introducing a new unit, grouping students
randomly for cooperative learning, and for
developing problem-solving and
categorizing skills.

1. Teammates write 3 statements: two true,

one false.
1. Teacher prepares identity cards, related
2. One student on each team stands, then
to an overall theme and to each other by a
reads his or her statements to teammates.
“rule” (one per student).
3. Without consulting teammates, each
2. Teacher announces that students will
student writes down his or her own best
need to form groups of a given size by
guess as to which statement is false.
circulating throughout the room to locate
4. Teammates discuss and reach consensus
students wh have identity cards that are
on their “best guess.”
connected or related to their own by some
5. Teammates announce their guess.
commonality or “rule.”
6. The standing student announces the false
3. Teacher gives an example and checks for
statement.
understanding.
7. Students celebrate: If the team guessed
4. Teacher passes an envelope containing all
correctly, the standing student claps for
identity cards around the classroom.
teammates. If the team was stumped and
5. Students take one card each and circulate
didn’t guess correctly, teammates clap for
around the room to try and find others who
the standing student.
have identity cards that are related to
8. The next teammate stands to share. The
theirs.
process is repeated from Step 2.
6. Once all members of the group have been
found, the group will find a place to sit This material has been reproduced/adapted from the following book from
Kagan Publishing:
together. Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
7. Group members will articulate the rule book. San Cemente, CA: Kagan.
1(800) 933-2667
that connects all their identities and will try www.KaganOnline.com

to guess the theme to which all the groups

are connected.
Inside-Outside Circle Jigsaw
(classbuilding, mastery, thinking, information (interdependence, status, equalization)
sharing)
This is a great way for students to feel like
experts and share information about
what they know!

In concentric circles, students rotate to

face new partners and answer questions.

1. Students stand in two concentric circles,

facing a partner. The inside circle faces out;
the outside circle faces in.

2. Students use flash cards to ask questions

of their partner, or they may take turns
responding to a teacher question(s).

1. Each student on the team becomes an

3. Partners switch roles: outside circle
“expert” on one topic by working and sharing
students ask, listen, then praise or coach.
with members from other teams assigned
the corresponding expert topic.
4. After each question or set of questions,
students in the outer or inner circle rotate
2. Upon returning to their teams, each one in
to the next partner. (Teacher may call
turn teaches the group about his/her expert
rotation numbers: “Rotate three ahead.”)
topic. Works well for acquisition and
presentation of new material and review.

This material has been reproduced/adapted from the following book from
Kagan Publishing: This material has been reproduced/adapted from the following book from
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI Kagan Publishing:
book. San Cemente, CA: Kagan. Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
1(800) 933-2667 book. San Cemente, CA: Kagan.
www.KaganOnline.com 1(800) 933-2667
www.KaganOnline.com
 Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
book. San Cemente, CA: Kagan.
1(800) 933-2667
www.KaganOnline.com

Numbered Heads Together One Stray

(mastery, thinking) (information sharing, mastery, thinking)
Teammates work together to ensure all
members understand; one is randomly One teammate strays from his or her team
selected to be held accountable. to a new team to share information or
projects.

1. Students count off numbers in their

groups.

2. Teacher poses a problem and gives wait 1. Students are seated in their teams and
share information on a topic.
time (Example: “Everyone think about how
rainbows are formed. [Pause] Now make sure
2. Student One stands up. The remaining
everyone in your team knows how rainbows
are formed.”) three teammates remain seated but raise
their hands.
3. Students lift up from their chairs to put
3. Teacher calls “stray”.
their heads together, discuss and teach.

4. Student One strays to a team which has

4. Students sit down when everyone knows
the answer or has something to share or their hands up.
when time is up.
5. Teams lower their hands when a new
member joins them.
5. Teacher calls a number. The student with
that number from each team answers
6. Students work in their new teams to
question individually, using:
a. Response cards share information tested or to solve
problems.
b. chalkboard response
c. manipulatives
d. slate share
This material has been reproduced/adapted from the following book from
This material has been reproduced/adapted from the following book from Kagan Publishing:
Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
book. San Cemente, CA: Kagan.
1(800) 933-2667
www.KaganOnline.com

Pairs Check Pairs Compare

(mastery, communication) (teambuilding, mastery, thinking)

In pairs, student stake turns solving

problems. After every two problems, they
check answers and celebrate with another
pair.
Pairs generate multiple responses to a
question, then compare their answers
with another pair, and then team up to
create additional solutions.

1. Teacher provides topic or question.

1. In teams, shoulder partners are formed.
Partner A in each pair does the first 2. With their shoulder partners, students
problem, talking out loud. Partner B watches RallyTable ideas or answers.
and coaches. Partner B praises.
3. Teacher calls time.
2. Trade roles: partner B does the next
problem. Partner A watches, coaches, and 4. Pairs pair up with another pair.
praises.
5. Partner A in Pair One shares; Partner A in
3. Pairs check with their eyeball partners Pair Two adds the item to the list, or if it is
after every two problems. already listed, checks it off.

Teammates coach and correct if needed. 6. Partner B in Pair One shares; Partner B in
Pair Two adds or checks off the item.
4. The team celebrates after reaching
agreement on the two problems. 7. Partner A in Pair Two shares; Partner A in
Pair One adds or checks off item.

This material has been reproduced/adapted from the following book from 8. Partner B in Pair Two shares; Partner B in
Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI Pair One adds or checks off item.
book. San Cemente, CA: Kagan.
1(800) 933-2667
www.KaganOnline.com
9. Steps 5 through 8 are repeated until all
items are shared.

This material has been reproduced/adapted from the following book from
Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
book. San Cemente, CA: Kagan.
1(800) 933-2667
www.KaganOnline.com

Rally Table
People Hunt
(Mastery, thinking, communication)
(mastery, thinking)
This activity has the added advantage of
In pairs, students alternate generating
socialization!
written responses or solving problems.

1. Cooperative teams are given one piece of

paper and one pen or pencil.
1. Students receive a list of statements or
questions to answer or complete about a 2. Teacher poses a problem or provides a
topic. task to which there are multiple possible
answers, steps, or procedures.
2. Students circulate in the classroom trying
to find classmates who can help them answer 3. The teacher provides an example and
a question or complete a statement on their checks for understanding. A time limit is set.
sheet.
Other students may answer and sign their 4. The teacher selects a student to begin in
names only once on another student’s sheet. each team.

3. The students hurry to see who can be 5. Students quickly write their word or
first to find answers for the questions or phrase and pass their paper to the team
complete the statements. member on the left.

4. After the people hunt, the teacher will 6. The paper continues to go around and
process and debrief the information. around the table as each student adds to
the team’s list.

7. The teacher calls time. All pencils/pens

are placed on the team table.

This material has been reproduced/adapted from the following book from 8. The teams take turns sharing their
Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI responses with the rest of the class.
book. San Cemente, CA: Kagan.
1(800) 933-2667
www.KaganOnline.com This material has been reproduced/adapted from the following book from
Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
book. San Cemente, CA: Kagan.
1(800) 933-2667
www.KaganOnline.com
Rally Robin Round Table
(mastery, thinking, communication) (teambuilding, mastery, thinking,
communication, information
In pairs, students alternate generating oral sharing)
responses.

In teams, students take turns generating

written responses, solving problems, or
making a contribution to the team project.

1. Students sit in teams of four.

1. Teacher poses a problem to which there 2. Each student takes a turn drawing,
are multiple possible responses or solutions. pasting, or writing one answer to a query, as
a paper and pencil (or paste) are passed
2. In pairs, students take turns stating around the group.
responses or solutions orally.
**Works well for assessing prior knowledge,
practicing skills, recalling information, and
creating cooperative art.

This material has been reproduced/adapted from the following book from *Rotating recorder: Students take turns
Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI recording each student’s
book. San Cemente, CA: Kagan.
1(800) 933-2667 response.
www.KaganOnline.com

Simultaneous Round Table

In teams, students simultaneously generate
responses, then pass their list or
product clockwise so each teammate can add
to the prior responses.
1. All four students respond simultaneously
by writing or drawing.
2. Students pass papers one person
clockwise.
3. Students continue writing or drawing,
adding to what was already on
the paper.
 7. Repeat from step 2 for each round.
Showdown Snowball
(teambuilding, mastery) (mastery)
This activity can be used to check for
mastery of concepts and skills, as a review Students will have fun locating the answers
before a quiz or test, or to assess student to questions after tossing wads of
skills. paper across the room.

1. The teacher distributes materials to each

group: a deck of question cards, one small
basket and thinkpad slips (small slips of
colored paper) for each team member to 1. Half the students in the class receive
each group. questions to answer or terms to define
2. The teacher selects one student in each written on a colored sheet of paper. The
group to be the Showdown Captain for the other half of the students receives answers
fist round and asks him/her to turn the to the questions or a definition for a
question cards facedown in the center of vocabulary term written on a different color
the group’s table and pass the thinkpad slips of paper.
to each team member. 2. All students with the same color of paper
3. The teacher explains that the Showdown line up and face the others who have a
Captain will turn over the card with the first different color.
question (cards can be numbered on back) 3. The teacher draws an imaginary line down
and read it aloud for all team members. Then the center and instructs the students to
each team member will answer the question wad up their papers and toss them over the
individually on their thinkpad slips and turn imaginary line.
their answers facedown on the table in front 4. Each student collects one of the snowballs
of them. that falls on their side of the line and then
4. When the teacher gives the Showdown tries to find the student who is holding the
signal, all team members will reveal their match.
responses at once. If all are correct, the 5. Students pair up, check their paring with
team will get 5 team points. If not, the team the teacher, and reform into two lines to
will coach their team members to correct repeat.
their answers and will then receive one team
point. This material has been reproduced/adapted from the following book from
Kagan Publishing:
5. Team members will celebrate. Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
book. San Cemente, CA: Kagan.
6. The student at the left of the Showdown 1(800) 933-2667
www.KaganOnline.com
Captain will become Showdown Captain for
the next round.
Stir-the-Class Talking Chips
(classbuilding) (communication skills)
The classroom develops a supportive This activity equalizes the opportunity for
atmosphere as students move from one participation. It also helps the teacher
huddle to another, sharing ideas, to monitor individual accountability.
congratulating each other, and building new
ideas.

1. Students are asked to discuss a topic in

groups.
1. Students stand in groups of four. Groups
stand in a circle around the 2. As each student talks, he/she places
classroom. his/her chip in the center of the table
2. In each group, the students stand side- (a pen or pencil will work in place of chips).
by-side in a line, facing the teacher in the
middle of the circle. 3. Once a student finishes talking, he/she
3. The teacher asks a question or presents a cannot talk until every other “chip” has been
problem. “What are some possible themes tossed into the center. If a student doesn’t
for our class party? Be prepared to explain have anything to share on this particular
why.” topic, they can place a chip in the center at
4. Students turn to face each other with the end.
hands on each others shoulders, as in a
football huddle. “Unhuddle and form a line 4. When all chips are down, students
when you are ready to share.” retrieve their chips and start over.
5. When groups are all ready, call a number
and ask the students with that number to
take a step forward. Then have those
students rotate to a new group. “All threes
take a step forward, turn right, and rotate
This material has been reproduced/adapted from the following book from
three ahead to join a new group.” Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
6. Have new group members huddle again book. San Cemente, CA: Kagan.
1(800) 933-2667
with their new group and share their ideas. www.KaganOnline.com
If students like the new member’s ideas,
they must give him a pat on the back to show
appreciation.
7. Then, students will unhuddle and wait for
a new question to discuss.
Telephone
(mastery, communication)
One student per team leaves the room
during instruction. When students return, Think-pair-share
teammates provide instruction on the (thinking, communication, information
information missed. sharing)

1. One student from each team (“the

learner”) is selected to leave the room.

2. Remaining students (“the teachers”)

receive instruction.
1. Students think to themselves or write on a
topic or question, preferably one demanding
3. The teachers plan how best to instruct
analysis, evaluation, or synthesis, provided
the learner and who will teach each part.
by the teacher.
Each takes a part of the teaching.

2. After 30 seconds, students turn to

4. Learners return to their teams.
partners and share their responses,
thus allowing time for both rehearsal and
5. The teachers each teach their part of the
immediate feedback on their ideas.
content (round robin style); teammates
augment as necessary.
3. Then they share their thoughts with the
class. Through this structure, all students
have an opportunity to learn by reflection
This material has been reproduced/adapted from the following book from and by verbalization.
Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI This works well for generating and revising
book. San Cemente, CA: Kagan.
1(800) 933-2667
hypotheses, inductive reasoning, deductive
www.KaganOnline.com reasoning, application.

This material has been reproduced/adapted from the following book from
Kagan Publishing:
Kagan, S. and Kagan, M. (1998). Multiple intelligences: The complete MI
book. San Cemente, CA: Kagan.
1(800) 933-2667
www.KaganOnline.com