Numbered+Heads


 * Numbered Heads**

Numbered heads is a structure whereby students are organized into collaborative groups and number off (for example, student number 1, student number 2, student number 3, student number 4). The teacher poses a problem and sets a time limit for each group to investigate the problem. The teacher then calls a number, and the student with that number in each group responds. This strategy has a simple structure with a short time frame and can be used at any point in a learning experience. All participants are involved in thinking and talking as they work collectively to respond to the question and ensure that each member of the group understands the answer. Numbered heads is used as an alternative to whole-class question-and-answer and as a way to support all class members simultaneously in review or consolidation of learning.
 * Description**

The teacher:
 * Method**
 * plans composition of small groups (selected carefully to encourage the high comfort level of students);
 * sets clear expectations regarding the focus of thinking and sharing;
 * gives appropriate time for activity;
 * monitors by moving about and listening;
 * uses information gained throughout an activity to inform instructional decisions.

Numbered heads:
 * Considerations**
 * requires structured instructions that are reinforced until students can use the strategy efficiently;
 * requires time to think for individuals prior to collective response;
 * can increase the numbers of students responding by asking all “Number 3’s” to come to the blackboard to write a response (e.g., do a math problem);
 * can be used in conjunction with specific learning materials, such as math manipulatives (e.g., the teacher instructs: “Using base ten blocks, make sure everyone in your group can build ...”);
 * may encourage competition among groups;
 * can be stressful for shy or second language students.


 * Illustrations From The Mathematics Classroom**


 * Elementary**
 * can increase the numbers of students responding by asking all “Number 3’s” to come to the blackboard to write a response (e.g., do a math problem);
 * can be used in conjunction with specific learning materials, such as math manipulatives (e.g., the teacher instructs: “Using base ten blocks, make sure everyone in your group can build ...”)


 * Secondary**
 * can increase the numbers of students responding by asking all “Number 3’s” to come to the blackboard to write a response (e.g., do a math problem);