1. Students are in groups of four; each group member has a number from 1 to 4.Roving Reporter (Kagan, 1994)
Method
1. Students are in groups of four; each group member has a number from 1 to 4.
2. When students are doing their ER artwork or other projects, the teacher calls a number. The student with that number becomes her or his group’s Roving Reporter. The Roving Reporter visits another group to learn what that group’s members are doing. The Roving Reporter should ask at least one question of each member of the group visited.
3. The Roving Reporters return and report to their groups. Ideas collected by the reporters can furnish new ideas about how the reporter and members of his or her group can do artwork or other projects. More important, the reporter spreads students’ book suggestions across the class.
4. A new number can be called, thus allowing other students to roam. One way to facilitate more students roaming is to have each roamer visit only one group. Subsequent roamers can visit new territory.
PIES Analysis: Positive Interdependence, Individual Accountability, Equal Participation, and Simultaneous Interaction
P |
Only one group member can go off roving; the others have to stay behind. Each group depends on its reporter to bring back useful information. |
I |
Reporters need to display to their groups what they have learned from the other groups. Each person needs to answer one question from the Roving Reporter who visits them. |
E |
The Roving Reporter asks a question to each member of the group(s) visited. Also, each group member may be given a turn at the role of reporter. |
S |
Students simultaneously share information about their artwork with the reporter who visits their group. One reporter in each group shares what he or she has learned from the other group. |
From “Reading Alone Together: Enhancing Extensive Reading via Student-Student Cooperation in Second-Language Instruction” by George Jacobs and Patrick Gallo.
Reading Online, www.readingonline.org
Posted February 2002