One of the advantages of groups is that together they can produce more ideas. It is a kind of 1 + 1 = 3 situation, because groups of two students not only combine each member’s ideas (1 + 1 = 2) but can also spark new ideas from each other. In this way, they achieve 1 + 1 = 3 or even more outstanding results. Then, to gather more ideas, the members of one group can interact with the members of other groups. This process resembles what happens as a tiny snowball moves down a snow-covered hill; as the snowball moves forward, it grows larger and larger. Similarly, in the CL technique Forward Snowball, a student’s collection of ideas grows as they collaborate with more and more groupmates.

Here are the steps in Forward Snowball.

Step 1: Students form groups of four. Working alone, each member of a foursome has a fixed amount of time (e.g., five minutes) to make a list of words. For example, a list of words that can potentially be generated from the letters in the word ‘cooperation’ (e.g., ‘train,’ ‘port,’ ‘poor,’ or ‘pin’, but not ‘pop,’ because ‘cooperation’ has only one ‘p’) or different kinds of plants. When the time is up, each member counts the number of items on their self-generated list. They write that number at the top of their paper.

Step 2: Pairs within foursomes combine lists by reading and explaining their lists to each other. Then, they try to add to their combined list with any words sparked by hearing their partner’s list. For example, if their partner’s list includes ‘pin,’ that might spark the words ‘tin’ or ‘pan,’ or the mention of “pine tree” might bring to mind other kinds of trees. Like the previous one-person session, this two-person session ends when the time limit is reached. Everyone counts the number of words on their combined list and writes that new number next to the number on their original list. They put a square or other shape around their new tallied number.

Step 3: The two pairs in each foursome get together and make a new combined list. As in Step 2, additional items can be generated based on sparks from the other pair’s lists. Afterward, they again count their lists. This time, they put a new shape around their newly tallied total.

Step 4: The class discusses their Forward Snowball experience. Did the number of items rise after each round of cooperation? This usually happens, demonstrating one of the benefits of cooperation. Of course, students can grow their lists even more with further rounds of cooperation with new groupmates.

Reflective Break

Please notice that in Step 4 of Forward Snowball, students discuss their group experience. Some cooperative learning experts advise that this kind of group reflection should be a regular part of CL activities, giving students time to focus on the process of their groups: what went well, what could be improved. Would that kind of reflection work with your students? How could you encourage more reflection?

Sample Response