Kagan专著阅读1：10 Reasons to Use ，Heterogeneous Teams

海南白驹学校教育集团宣传部

10 Reasons

to Use Heterogeneous Teams

To cite this article: Kagan, S. 10 Reasons to Use Heterogeneous Teams San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall 2014/Winter 2015. www.KaganOnline.com

Over the years as I've led cooperative learning workshops, educators have often questioned my preference for heterogeneous teams. Some even believe cooperative learning would be more effective with homogeneous teams or random teams. This worries me. In my view, it is pretty much undermining cooperative learning. Let me give you 10 reasons I advocate heterogeneous teams.

1. Research Base

Almost all of the empirical research on cooperative learning has been done with heterogeneous teams. There is strong research support that shows mixed teams outperform students working independently. Random and homogeneous do not have the same empirical base.

2. Loser Teams

Same ability teams result in teams with the four lowest achieving students on same team. Random teams can create the same low ability teams completely by chance. In contrast, carefully assigned teams structure for success by teaming low students with high students, increasing the probability of successful tutoring.

3. Problem Teams

A random team can result in the four biggest management/behavior problem students all on the same team. Heterogeneous teams usually avoid these pitfalls by placing a high achiever on each team. High achievers are generally (not always) less prone to discipine problems.

4. Smoother Classroom Management

Heterogeneous teams help with classroom management. By having the top quarter of the class spread out, one per team, someone on each team is likely to be able to explain directions and keep the team on task.

5. Self Esteem

Homogeneous teams creates winner and loser teams. I did a research study years ago on a classic cooperative learning method called TGT. TGT has a bumping system. Each week students leave their learning teams and go to tournament tables, three per table. If they win, they bring 6 points back to their team, least points gets 2 points to bring back, the other student 4. The bumping system equalizes competition because the losers go to a lower achieving table and the winners move up. Over time students all bring back the same amount of points. The surprise was that lower achieving students dropped in self-esteem. Even though everyone was bringing back the same amount of points, the low achievers knew they were going to the loser tables. It is the same with homogeneous teams. The low achieving students feel like losers. Same thing results when we have high, medium, and low reading groups. We create status and esteem problems.

6. Thinking Skills

Heterogeneous teams maximize the opportunity to learn different thinking skills. The more there is diversity, the more we can learn from each other. By explaining to a student who is thinking differently about a problem or issue, a student is challenged to stretch or cement his/her own learning.

7. Peer Tutoring

Peer tutoring is often most effective when we have a more capable tutor. The more capable tutor can help the less capable partner or teammates. The great thing about peer tutoring is that the tutor often gains at least as much as the tutee. Teaching the content cements it in the minds of the tutors.

8. Race Relations

Heterogeneous teams improve race relations. When we have students of different races form strong bonds with their teammates through teambuilding and shared goals, we have gone a long way to eradicate racism. Students learn to see classmates of other races as allies, not enemies. They get to know each other for the content of their character rather than the color of their skin.

9. Social Skills and Leadership Skills

Heterogeneous teams improve everyone's social skills, especially the social skills of high achievers. By definition, high achievers have no problem with academic content. Their greatest area for growth is often in interpersonal relationships. In mixed teams, high achievers learn to coach, encourage, praise, tutor, and they learn patient waiting. Our high achievers learn to be leaders by practicing their leadership skills in their teams.

10. It Works

In the decades that I've been working with schools and districts, I've been advocating heterogeneous teams. We've had countless success stories of schools making dramatic gains using heterogeneous cooperative learning teams.

With all the positive benefits of heterogeneous teams, the question is not why use heterogeneous teams. The question is why not? As for how to best create heterogenous teams, I refer you to the book, Kagan Cooperative Learning and encourage the use of TeamTools, probably the easiest way to form and reform heterogeneous teams.

使用异构团队的10个理由

引用本文： Kagan，S。使用异构团队的10个理由 San Clemente，CA：Kagan Publishing。Kagan在线杂志， 2014年秋季/ 2015年冬季。www.KaganOnline.com

在Kagan合作学习方法中，我们提倡基础团队的学生将大部分时间都花在与他人一起学习和一起工作上。混合团队是异类团队的另一种说法。异类团队或混合团队是根据学生能力水平，性别和种族混合在一起的学生团队。这意味着我们有男孩和女孩，不同颜色的学生代表我们课堂上的多样性，以及能力水平各异的学生-都属于同一支团队。暂时搁置我们如何实现这一目标的关键，然后让我们集中讨论原因。为什么混合团队比随机团队，自选团队或同类团队更受青睐？

多年来，当我主持合作学习研讨会时，教育工作者常常质疑我对异类团队的偏好。一些人甚至认为，同质团队或随机团队的合作学习会更有效。这让我担心。我认为，这几乎破坏了合作学习。让我给您介绍我倡导异构团队的10个理由。

1.研究基地

几乎所有关于合作学习的实证研究都是由异构团队完成的。有强大的研究支持表明混合团队的表现要优于独立工作的学生。随机和均质的经验基础不同。

2.输队

能力相同的团队会导致团队中有四个成就最低的学生。随机团队可以完全偶然地创建相同的低能力团队。相反，精心安排的团队通过将低年级学生与高年级学生结成团队，从而获得成功，从而增加了成功补习的可能性。

3.问题小组

一个随机的团队可能导致同一团队中四个最大的管理/行为问题学生。异类团队通常通过在每个团队中放置高成就者来避免这些陷阱。高成就者通常（并非总是）不太容易出现迪斯基尼问题。

4.更流畅的课堂管理

异构团队可以帮助您进行课堂管理。通过将班级的前四分之一分配给每个团队，每个团队中的某个人很可能能够解释方向并保持团队的职责。

5.自尊

同类团队可以创造赢家和输家。几年前，我对一种称为TGT的经典合作学习方法进行了研究。TGT具有碰撞系统。每周学生都离开学习团队前往比赛桌，每桌三桌。如果他们获胜，他们会给团队带来6分，最少的点会获得2分，其他学生则需要重新获得4分。碰撞系统使竞争均衡，因为失败者进入较低的表现桌，而获胜者则上升。随着时间的流逝，所有学生都获得相同数量的积分。令人惊讶的是，成绩欠佳的学生的自尊心下降。即使每个人都获得了相同的积分，但成绩欠佳的人都知道他们会进入失败者的榜单。同质团队也是如此。成绩不佳的学生感觉像失败者。当我们有高，中和低阅读群体时，也会产生相同的结果。我们创造地位和尊敬问题。

6.思维能力

异构团队可以最大程度地学习不同的思维技能。多样性越多，我们可以互相学习越多。通过向正在以不同方式思考问题或问题的学生进行解释，学生将面临扩展或巩固自己学习的挑战。

7.同行辅导

当我们有能力更强的家教时，同伴家教通常是最有效的。能力较强的导师可以帮助能力较弱的伴侣或队友。同伴辅导的伟大之处在于，辅导者通常至少获得与受训者相同的收益。讲授内容会在辅导员的心中巩固它。

8.种族关系

异构团队改善了种族关系。当我们有不同种族的学生通过团队建设和共同的目标与队友建立牢固的纽带时，我们为消除种族主义已走了很长一段路。学生学会将其他种族的同学视为盟友，而不是敌人。他们彼此之间的性格认识有关，而不是肤色。

9.社交技巧和领导技巧

异类团队可以提高每个人的社交技巧，尤其是高成就者的社交技巧。根据定义，成就卓越的人在学术内容上没有问题。他们最大的成长领域通常是人际关系。在混合团队中，高成就者学习指导，鼓励，赞美，辅导老师，并学习耐心等待。我们的高成就者通过在团队中练习领导技能来学习成为领导者。

10.有效

在与学校和地区合作的几十年中，我一直在倡导异构团队。我们有无数成功的案例，说明学校使用异构合作学习团队取得了巨大的成就。

有了异构团队的所有积极好处，问题不在于为什么要使用异构团队。问题是为什么不呢？至于如何最好地创建异构团队，我请您参考《Kagan合作学习》一书，并鼓励使用TeamTools，这可能是组建和改革异构团队的最简单方法。