If you're familiar with Kagan, then the "Rally Coach" structure is not a stranger. However, you may have forgotten about this old friend, and the value and power behind implementing this simple structure. And if you're not familiar with Kagan, or the Rally Coach strategy, no sweat! I'm going to explain it you here, and this is something you can start implementing today!
This structure empowers the students to be both the teacher and the learner. When implemented correctly (see image above) this structure is very effective in putting the learning into the hands of the students. Watching them listen to and learn from one another, while catching and fixing their own mistakes is a very rewarding experience to watch as a teacher.
Furthermore, this simple structure helps strengthen students' reasoning skills. When this structure is implemented regularly, students get to practice explaining what and how they did something. This in turn, supports practicing their reasoning skills and in a verbal context, which a great support for all learners but especially our EL's.
I use this strategy with Eureka Math almost every day during the Application Problem or even some of the concept development problems. I've also had students utilize this strategy for certain problems in the problem set. I also tell the students that when it's their turn to be the "coach" or the "teacher" that they need to pretend they are explaining this concept to a younger student who hasn't yet learned how to do this. This helps them gain a better understanding of making sure they explain every detail. I circulate and listen, and will support as needed.
In ELA, I use this process a lot when we do RACES writing. I will have students Rally Coach their C (cite text evidence) and E (explain) components. The E (Explain) part of RACES is particularly difficult for students. This is where they "explain" how their text evidence supports the answer they previously stated. Having them partner up and use Rally Coach helps give them support with the explaining piece. Their partner is required to listen and give feedback after the "coach" is done explaining what they came up with. I have found that implementing this Rally Coach structure during writing, has really strengthened peer editing. My students really do listen to one another and help their peers to strengthen their work! I monitor and provide assistance when I deem necessary.
Furthermore, this simple structure helps strengthen students' reasoning skills. When this structure is implemented regularly, students get to practice explaining what and how they did something. This in turn, supports practicing their reasoning skills and in a verbal context, which a great support for all learners but especially our EL's.
I use this strategy with Eureka Math almost every day during the Application Problem or even some of the concept development problems. I've also had students utilize this strategy for certain problems in the problem set. I also tell the students that when it's their turn to be the "coach" or the "teacher" that they need to pretend they are explaining this concept to a younger student who hasn't yet learned how to do this. This helps them gain a better understanding of making sure they explain every detail. I circulate and listen, and will support as needed.
In ELA, I use this process a lot when we do RACES writing. I will have students Rally Coach their C (cite text evidence) and E (explain) components. The E (Explain) part of RACES is particularly difficult for students. This is where they "explain" how their text evidence supports the answer they previously stated. Having them partner up and use Rally Coach helps give them support with the explaining piece. Their partner is required to listen and give feedback after the "coach" is done explaining what they came up with. I have found that implementing this Rally Coach structure during writing, has really strengthened peer editing. My students really do listen to one another and help their peers to strengthen their work! I monitor and provide assistance when I deem necessary.
Collaboratively Learning,
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