Numbered Heads Together is great for encouraging collaboration and for balancing participation in class. Give each student in a group a number and then give the class a question to discuss in their groups. When you want to hear what they come up with, say “All ‘1s’ please stand up!”
Steps
- Divide the class into groups and give each group member a different number.
- Tell them the purpose of their number. For example: “I will give you time in your group to discuss the question and when the time is up, I will call on everyone with the same number to share on behalf of their group.”
- Ask the group a question and give them a specific amount of time to discuss their answers. A multiple choice or true/false question can make it easier for groups to narrow their choices and focus their discussion. This also makes it easier for them to present their responses.
- When the time is up, ask all students with the same number to stand up. For example, “All ‘1s’ please stand up!”
- Ask, on a count of 3, for standing students to state loudly, clearly, and simultaneously their group’s answer to the question.
- Ask the representatives to share their reasons for their group’s answer. Afterward, other members of the group can add on. Facilitate a discussion with the rest of the class. Point out when several groups have the same answer or comment on how each group responded differently. Prompt groups to debate their responses with each other rather than looking to you for the correct answer. See additional strategies in Think-Pair-Share.
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Variations and Added Benefits
- Add more time to step 2 and ask that they not just decide on an answer but also write out their top three points or examples to support their answer.
- Instead of asking them to say the answer aloud, use answer cards. Use cue cards or sheets of paper with printed answers on them (A/B/C/D/E; True/False).
- This strategy is especially useful with multiple choice questions where there is more than one reasonable response, or even multiple correct answers because groups need to defend their rational and they get to see alternative responses.
- Another added benefit is that the typically more talkative students still get a chance to contribute, but they will not always be the ones to report back to the class.
- Quieter or less confident speakers get a chance to talk in a small group first before having to speak in front of the whole class. They can confirm their position and get feedback from their group. They are also not being put on the spot to say what they personally think, but they are speaking on behalf of their group.
