Talking Chips

Each student in a discussion group is given a set number of tokens (2–3 chips, paperclips, or coins). To speak, they place one chip in the centre. When their chips are gone, they must listen until everyone else has spent theirs. Solves the quiet-student / dominant-student problem with a physical rule.

From Spencer Kagan's cooperative learning structures.

Procedure

1. Groups of 3–5. Each student starts with 3 chips.
2. Set a discussion question. Examples:
   • Should university be free for everyone?
   • What makes a good teacher?
   • Is it better to travel alone or with others?
3. To contribute, a student places one chip in the centre of the table and speaks.
4. When all their chips are spent, they cannot speak again until every member has spent all chips. Then chips are redistributed and a second round begins.
5. Groups summarise and report one shared insight to the class.

Why It Works

• Physical turn-taking rule: talk distribution becomes an obvious, monitored behaviour.
• Confident speakers learn restraint: having to bank chips forces them to prioritise what to say.
• Quiet speakers get airtime: they know their turn will come, protected from interruption.
• Self-managing: teacher doesn't play traffic cop.

Variations

• Typed chips: colour-coded chips for different move types (blue = opinion, red = question, yellow = example). Forces range.
• Chip cost scaling: expensive chips (2 chips to agree, 1 chip to disagree, free to ask a question) — manipulate talk distribution by incentive.
• Silent buyer: a dedicated "observer" student has chips too, but spends them to request clarifications only.

Tips

• 3 chips per student is the sweet spot. Fewer → not enough turns. More → chip-hoarding returns.
• Model the rule with a demo group before letting everyone loose.
• After 10 minutes, pause and ask: Who ran out first? Who still has chips? The answer often surprises the group.
• Works exceptionally well with cultures where turn-taking norms differ from Anglo classroom conventions.