The members of the second team, without looking at the ideas already generated, compile their own list. This second set of ideas is forwarded to a third team which now looks at the suggestions provided from the other teams, adds its own, and then decides on the two most effective solutions. Besides encouraging collaborative higher order thinking skills, this structure results in student evaluative judgments, the highest cognitive level in Bloom's well-known taxonomy. Reports to the whole group occur as time permits and can take many forms, including written reports when the material is relatively complex. Some faculty members use this structure for examination review sessions by putting typical exam questions in folders for group problem solving.
Students read assigned material, such as a textbook chapter, and prepare an essay question.
They come to class with their essay question on one sheet of paper, along with a second sheet of paper, which includes the question and their carefully thought-out response. Students read an article, chapter, or literary work and prepare questions based on these stems. To make the questions authentic, they do not have to be able to provide an answer. In groups, students alternate posing their questions with sufficient time allotted for a meaningful discussion of each one.