Part of the CL principle of maximum peer interactions involves people using thinking skills. The following example demonstrates what thinking skills are, and what thinking skills are not.

Let us say that students have just read a passage about a mother cow named Ploy and her daughter Achara. After reading the passage, students are asked, “What was the name of the mother cow?” The answer can easily be found in the passage. Thus, students do not need to go beyond the information given in the passage. In contrast, a question that encourages students to go beyond the information given might be, “How is the relationship between Ploy and Achara the same and different from the relationship between you and your mother or between you and another older family member?” This thought-provoking question encourages students to use the thinking skill of connecting the information in the passage with their own lives.

Many other types of questions and tasks encourage students to employ various thinking skills. Yes, using thinking skills is challenging. Fortunately, CL techniques can provide a great deal of practice in thinking.

Everyone Can Explain is one of the many CL techniques that connect cooperation and thinking. Here are the steps.

Step 1: The class forms groups of 2, 3, or 4 members, and each member has a number.

Step 2: All the groups undertake the same thinking question or task. Each member first works alone and then shares their ideas with their group.

Step 3: The group seeks to agree on an answer. Furthermore, they need to agree on an explanation for their answer. After all, this technique is called Everyone Can Explain. It is okay if the group does not achieve a consensus on an answer, or for the explanation of their answer.

Step 4: A few students are randomly chosen to share their group’s answers and explanations. Such responses represent the group, not solely the group member who provides the response.

Reflective Break

What are some CL principles promoted by Everyone Can Explain?

Sample Response

Positive interdependence is promoted because the group is judged by the answer of the one group member who is called at random to present their group’s answer with explanation.

Individual accountability is promoted because: (1) everyone works alone at first to respond to the question / task that the class has been given; (2) anyone one group member might be called on to share for their group.

Equal opportunity to participate is promoted because any member could be called on. Thus, the group needs to be sure that everyone is ready to competently give and explain their group’s response.