Numbered Heads Together
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Numbered Heads

NUMBERED HEADS TOGETHER

The structure of Numbered Heads Together is derived from the work of Spencer Kagan. There are a number of variations on the method, some very simple and others with a greater degree of complexity. This structure can be used in conjunction with ‘Think, Pair, Share’ early in the development of the Co-operative Classroom. learning with spellings.

PURPOSE

Processing information, communication, developing thinking, review of material, checking prior knowledge.

RELEVANT SKILLS

Sharing information, listening, asking questions, summarising others’ ideas, talking quietly.

STEPS

  1. Number off the students in each group, up to four. If one group is smaller than the others have no. 3 answer for no. 4 as well. The teacher can give numbers or students can give numbers themselves.

  2. Teacher asks the students a question or sets a problem to solve. It must be stressed that everyone in the group must be able to participate and answer the question.

  3. Ensure enough ‘wait time is given for the group to do the task.

There is an expectation that everyone in the group will be able to answer the question following the  discussion.

Kagen suggests the teacher phrases questions beginning with; “put your heads together and…” or “Make sure you can all…” There are many other ways of ensuring the teacher cues the students into the collaborative activity.

The students work together. They quite literally “put their heads together” in order to solve the problem and also 

ensure that everyone in the group can answer the question.

  • The teacher now asks for an answer by calling a number. (this might be at random or can initially decided by the teacher in order to ensure the process is successful) The students with the number called then take it in turns to answer. 

  • If there are not enough students ready to respond the teacher may judge that a little more time 

  • is needed or extra support given.

  • When the teacher is satisfied answers can be taken, there are a number of choices:

  • Select one student.

  • Select one but ask others to elaborate, comment etc.

  • Ask different students to give a particular part of the answer

These are all sequential responses. The teacher can also use what Kagen describes as simultaneous answers:

  • All students showing their work.

  • Students using whiteboards to show their group work.

P I G S F

Positive interdependence

The students are able to learn from each other. They must also work together to ensure there is one product to their learning. They must check that everyone can understand and answer the question.

Individual accountability

High. Students are accountable to each other for sharing ideas. The student may also be required to share their partner’s ideas to another pair or whole group. Every student must be able to give the group response to the question.

Equal participation

Each student within the group has an equal opportunity to share. It is possible that one student may try to dominate. The teacher can check this does not happen.

Simultaneous interaction

High degrees of interaction. At any one moment all of the students will be actively engaged in purposeful speaking and listening.

APPLICATION

  • To involve whole class in the consideration of a question or problem.    

  • To increase individual accountability.    

  • To increase group teaching so that all members of the group are coached.    

  • To increase team spirit and satisfaction.    

  • To give support to all students in consideration of challenging questions or problems.

 

CURRICULUM AREAS

Numbered Heads Together is suitable for any curriculum area and can be used as an extension or in combination with the ‘Think, Pair, Share’ structure.

COMMENTS

‘Numbered Heads Together’ is an excellent structure for combining Learning Partnerships into groups or teams of four. It can be used early in the development of the ‘co-operative classroom’ and as with ‘Think, Pair, Share’ offers a high degree of engagement but slightly higher order interpersonal and small group skills are needed.

The important concept of ‘wait time’ is incorporated and allows all children to develop answers. Answers will have reasons and justifications because they have been thought about and discussed. Students are more willing to take risks and suggest ideas because they have already ‘tested’ them within their group. This structure can also be combined successfully with ‘Check and Coach’.

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