<p class="ql-block" style="text-align: center;"><b style="font-size: 20px;">10 Reasons </b></p><p class="ql-block" style="text-align: center;"><b style="font-size: 20px;">to Use Heterogeneous Teams</b></p><p class="ql-block"><br></p><p class="ql-block">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</p><p class="ql-block"><br></p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">1. Research Base</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">2. Loser Teams</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">3. Problem Teams</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">4. Smoother Classroom Management</p><p class="ql-block">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.</p><p class="ql-block">5. Self Esteem</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">6. Thinking Skills</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">7. Peer Tutoring</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">8. Race Relations</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">9. Social Skills and Leadership Skills</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">10. It Works</p><p class="ql-block">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.</p><p class="ql-block"><br></p><p class="ql-block">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.</p> <h3>使用異構(gòu)團隊的10個理由</h3><h3>引用本文： Kagan，S。使用異構(gòu)團隊的10個理由 San Clemente，CA：Kagan Publishing。Kagan在線雜志， 2014年秋季/ 2015年冬季。www.KaganOnline.com</h3><h3><br></h3><h3>在Kagan合作學習方法中，我們提倡基礎團隊的學生將大部分時間都花在與他人一起學習和一起工作上?；旌蠄F隊是異類團隊的另一種說法。異類團隊或混合團隊是根據(jù)學生能力水平，性別和種族混合在一起的學生團隊。這意味著我們有男孩和女孩，不同顏色的學生代表我們課堂上的多樣性，以及能力水平各異的學生-都屬于同一支團隊。暫時擱置我們?nèi)绾螌崿F(xiàn)這一目標的關鍵，然后讓我們集中討論原因。為什么混合團隊比隨機團隊，自選團隊或同類團隊更受青睞？</h3><h3><br></h3><h3>多年來，當我主持合作學習研討會時，教育工作者常常質(zhì)疑我對異類團隊的偏好。一些人甚至認為，同質(zhì)團隊或隨機團隊的合作學習會更有效。這讓我擔心。我認為，這幾乎破壞了合作學習。讓我給您介紹我倡導異構(gòu)團隊的10個理由。</h3><h3><br></h3><h3>1.研究基地</h3><h3>幾乎所有關于合作學習的實證研究都是由異構(gòu)團隊完成的。有強大的研究支持表明混合團隊的表現(xiàn)要優(yōu)于獨立工作的學生。隨機和均質(zhì)的經(jīng)驗基礎不同。</h3><h3><br></h3><h3>2.輸隊</h3><h3>能力相同的團隊會導致團隊中有四個成就最低的學生。隨機團隊可以完全偶然地創(chuàng)建相同的低能力團隊。相反，精心安排的團隊通過將低年級學生與高年級學生結(jié)成團隊，從而獲得成功，從而增加了成功補習的可能性。</h3><h3><br></h3><h3>3.問題小組</h3><h3>一個隨機的團隊可能導致同一團隊中四個最大的管理/行為問題學生。異類團隊通常通過在每個團隊中放置高成就者來避免這些陷阱。高成就者通常（并非總是）不太容易出現(xiàn)迪斯基尼問題。</h3><h3><br></h3><h3>4.更流暢的課堂管理</h3><h3>異構(gòu)團隊可以幫助您進行課堂管理。通過將班級的前四分之一分配給每個團隊，每個團隊中的某個人很可能能夠解釋方向并保持團隊的職責。</h3><h3><br></h3><h3>5.自尊</h3><h3>同類團隊可以創(chuàng)造贏家和輸家。幾年前，我對一種稱為TGT的經(jīng)典合作學習方法進行了研究。TGT具有碰撞系統(tǒng)。每周學生都離開學習團隊前往比賽桌，每桌三桌。如果他們獲勝，他們會給團隊帶來6分，最少的點會獲得2分，其他學生則需要重新獲得4分。碰撞系統(tǒng)使競爭均衡，因為失敗者進入較低的表現(xiàn)桌，而獲勝者則上升。隨著時間的流逝，所有學生都獲得相同數(shù)量的積分。令人驚訝的是，成績欠佳的學生的自尊心下降。即使每個人都獲得了相同的積分，但成績欠佳的人都知道他們會進入失敗者的榜單。同質(zhì)團隊也是如此。成績不佳的學生感覺像失敗者。當我們有高，中和低閱讀群體時，也會產(chǎn)生相同的結(jié)果。我們創(chuàng)造地位和尊敬問題。</h3> <h3>6.思維能力</h3><h3>異構(gòu)團隊可以最大程度地學習不同的思維技能。多樣性越多，我們可以互相學習越多。通過向正在以不同方式思考問題或問題的學生進行解釋，學生將面臨擴展或鞏固自己學習的挑戰(zhàn)。</h3><h3><br></h3><h3>7.同行輔導</h3><h3>當我們有能力更強的家教時，同伴家教通常是最有效的。能力較強的導師可以幫助能力較弱的伴侶或隊友。同伴輔導的偉大之處在于，輔導者通常至少獲得與受訓者相同的收益。講授內(nèi)容會在輔導員的心中鞏固它。</h3><h3><br></h3><h3>8.種族關系</h3><h3>異構(gòu)團隊改善了種族關系。當我們有不同種族的學生通過團隊建設和共同的目標與隊友建立牢固的紐帶時，我們?yōu)橄N族主義已走了很長一段路。學生學會將其他種族的同學視為盟友，而不是敵人。他們彼此之間的性格認識有關，而不是膚色。</h3><h3><br></h3><h3>9.社交技巧和領導技巧</h3><h3>異類團隊可以提高每個人的社交技巧，尤其是高成就者的社交技巧。根據(jù)定義，成就卓越的人在學術內(nèi)容上沒有問題。他們最大的成長領域通常是人際關系。在混合團隊中，高成就者學習指導，鼓勵，贊美，輔導老師，并學習耐心等待。我們的高成就者通過在團隊中練習領導技能來學習成為領導者。</h3><h3><br></h3><h3>10.有效</h3><h3>在與學校和地區(qū)合作的幾十年中，我一直在倡導異構(gòu)團隊。我們有無數(shù)成功的案例，說明學校使用異構(gòu)合作學習團隊取得了巨大的成就。</h3><h3><br></h3><h3>有了異構(gòu)團隊的所有積極好處，問題不在于為什么要使用異構(gòu)團隊。問題是為什么不呢？至于如何最好地創(chuàng)建異構(gòu)團隊，我請您參考《Kagan合作學習》一書，并鼓勵使用TeamTools，這可能是組建和改革異構(gòu)團隊的最簡單方法。</h3>