Structures for Engaging Students

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Structures for Engaging Students
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Principles of Learning

• New learning is shaped by the learners prior
  knowledge.
• Much learning occurs through social interaction.
• Learning is closely tied to particular
  situations.
• Successful learning involves the use of numerous
  strategies.

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Shoulder Face Partners
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RallyRobin

• Teacher gives a question with multiple
• responses.
• T provides Think Time.
• In pairs orally, A shares one response B shares
  one.
• Repeat rally until all responses given.

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Stand Up Hand Up
Pair Up
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Timed Pair Share

• 1. Teacher gives a question, states amount of
  time
• each will have to share.
• 2.T provides Think Time.
• 3. In pairs, A shares B listens only.
• 4. B responds, Thanks for sharing or
• One thing I learned listening to you
  was
• 5. Pairs switch roles B shares A listens.
• 6. A responds.

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RallyRobin

• Teacher gives a question with multiple
• responses.
• T provides Think Time.
• In pairs orally, A shares one response B shares
  one.
• Repeat rally until all responses given.

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The Quiet Signal

• Hand Up, Stop Talking, Stop Doing
• Signal Others
• Look
• Listen

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Find Someone Who

• Teacher prepares a worksheet.
• Students mix and pair.
• Student questions partner.
• Partner verbalizes answer student writes answer.
• Partner checks for correctness, signs name or
  initials.
• Students find new partners and continue gathering
  responses.
• When done, students sit down and take on the role
  of helper.

• Remember
• Allow room on sheet for answers.
• Students may only sign anothers paper, and only
  once per person.
• Students should remain standing until all answers
  are completed correctly.

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Pairs Pair
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RoundRobin

• Teacher gives a question.
• T provides Think Time.
• In teams, each member shares verbally, in turn
  each taking about the same amount of time.

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Rally Coach

• Teacher creates a Rally Coach worksheet.
• Partner A works aloud Problem 1.
• Partner B coaches and praises.
• Partner B works aloud 2.
• Partner A coaches praises.
• Pairs celebrate and continue.

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Single RoundRobin

• 1. Teacher assigns a topic or question.
• 2. In teams, students respond orally each taking
  a single turn at responding.

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Timed RoundRobin

• 1. Teacher assigns a topic or question and
  announces a time limit (ex. 1 minute each).
• 2. In teams, students respond orally each taking
  a single turn at responding for the allotted
  time.

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Continuous RoundRobin

• 1. Teacher assigns a topic or question with
  multiple possible responses.
• 2. In teams, students respond orally each taking
  a turn contributing one idea.
• 3. After all teammates have responded, students
  respond again contributing another idea.
  Continuous RoundRobin resumes for multiple turns.

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AllWrite RoundRobin

• 1. Teacher assigns a topic or question with
  multiple possible responses.
• 2. In teams, students respond orally each taking
  a turn contributing one idea.
• 3. All teammates record the shared idea on their
  own papers.

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All Write RoundRobin
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Give One, Get One

• Students exchange and gather ideas
• started by their team with others in
• the class.

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Give One, Get One
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The Six Key Concepts

• Teams
• Will
• Management
• Social Skills
• P.I.E.S.
• Structures

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P. I. E. S.

• Positive Interdependence
• Is a gain for one a gain for all?
• Is help to accomplish the task necessary?
• Individual Accountability
• Is individual public performance required of each
  student?
• Equal Participation
• How equal is the participation?
• Simultaneous Interaction
• What percent are overtly active at the same time?

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RoundTable

• 1. The teacher poses a question which has many
  possible answers.
• 2. In teams, students take turns passing a paper
  and pencil or a team project, each writing one
  answer or making a contribution.
• 3. Each student says the answer, waits for the
  team to agree, writes the answer, and then passes
  the paper to the person on his or her left.
• 4. The students continue passing the paper until
  time is up or when all answers have been
  exhausted.

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RoundTable Family
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Numbered Heads Together

• Teacher gives a question to whole class.
• Students put heads together discuss until
  consensus.
• Teacher selects a number at random.
• Numbered students respond in a variety of ways.

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Pair Discussion
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Mix-N-Match

• Teacher creates matching cards with
  question/answer vocabulary/definition etc.
• Each student starts with one card mixes around
  room, exchanging cards with each person passed.
• Teacher calls Stop Match.
• Students find matching partner and form circle
  around room.
• Teacher quickly checks samples and has students
  repeat process.

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Quiz, Quiz, Trade

• With a card in their hand, each student stands
  up, hands up, pairs up with a partner.
• Partners quiz each other about the answer to the
  question on the card they are currently holding.
• Partner answers. Coaching or praise is given.
• Partners trade cards when each has answered
  correctly.
• Partners split up and repeat steps 1-4 a number
  of times.

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3 Step Interview

• Partner A interviews Partner B.
• B then interviews Partner A.
• RoundRobin sharing what you learned from Partner.

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Learning/Discussion Partners
2nd
1st
3rd
Home
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Procedures for Teams

• You are responsible for your own work.
• You are to ask a teammate for help if you have a
  question.
• You must help if you are asked for help.
• You may ask for help from the teacher when the
  team agrees on the same question.

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Team Project

• Limit the Resources
• Assign Roles
• Quiet Captain
• Materials Monitor
• Checker
• Cheerleader

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Lesson Planning
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Popcorn
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RallyTable

• Teacher gives a question with multiple
  responses/steps.
• T provides Think Time.
• In pairs, A shares one response while B writes
  it. (one sheet of paper)
• Exchange. B shares a response while A writes.
• Continue rally.

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Sage-N-ScribePartners take turns being the sage
and scribe.
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Fan-N-PickRotating Roles

• Teammember 1 fans cards Pick a
  card, any card.
• Teammember 2 picks a card, reads it to team.
• Teammember 3 answers the question.
• Teammember 4 praises, checks, or augments the
  answer.

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Q-Matrix
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Find-the Fiction

• Students write statements 2 true, 1 false
• One teammate reads his/her statement
• Teammates discuss and reach consensus
• Students shares answer
• Praise is given to those correct.

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Rally-Q

• Students working in pairs share questions and
  answers with each other, reinforcing information
  and understanding, and practicing coaching
  skills.
• Steps
• 1. Students use the Q-Matrix to write a question
  about the content studied on an index card or
  piece of paper. Answers can be written on the
  reverse side if desired.
• 2. Students form partners using Stand Up, Hand
  Up, Pair Up, All Around The Clock, etc.
• 3. Partner 1 asks his/her question and listens
  as Partner 2 responds. Coaching is encouraged as
  needed.
• 4. Partners reverse roles.
• 5. Partners praise each other, and exchange
  question cards.
• 6. Partners split up, find new partners and
  ask/answer the new questions they now hold.
• 7.Continue as time permits.

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Firedrill

• Prepare Working solo, formulate an answer to
  the question
• Partner Up Next, in an quiet, orderly fashion,
  stand up and move to a different part of the
  room, partner with someone you have not yet
  worked with today
• Share Share your answer. Listen for
  understanding to your partners answer
• Finally Create a new, better answer to the
  question together. Thank your partner and be
  prepared to share with the class.

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Carousel Present

• Teams work on a Team Project.
• Projects are posted or displayed around the room.
• Groups are formed by same team member number (All
  1s, etc.).
• Each same number group rotates around to each
  project.
• When the group arrives at a members project,
  that member presents the project, discusses
  critical understandings and insights, and
  responds to questions.
• Each same number group then rotates to the next
  project.

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Line-Ups

• Line-Up Family
• Characteristic Line-Up
• Item Line-Up
• Estimate Line-Up
• Team Line-Up
• Agree-Disagree Line-Up
• Folded Line-Up
• Split-N-Slide Line-Up
• Logic Line-Up

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Mix-Music-Meet? ? ? ? ?

• Set-up 1 paper, 1 pencil per student
• 
  Directions
• 1. Teams review using RoundRobin each student
  records answers.
• 2. Teacher starts the music.
• 3. When students hear music, they get up and mix.
• 4. Teacher stops music.
• 5. Students grab a partner, find the nearest two
  chairs and sit together.
• 6. Pairs RallyRobin lists each adding missing
  items.
• 7. Pairs think of additional items and record
  them.
• 8. Repeat steps 2-7.
• 9. Students return to teams.

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Showdown

• Steps
• 1. Working solo, all students write their
  answers.
• 2. When finished, teammates signal theyre
  ready.
• 3. The leader of the turn, calls Showdown!.
• 4. Teammates show and state their answers.
• 5. If correct, teammates praise each other.
• 6. If answers are different, teammates discuss
  and
• reach consensus.

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Take Off, Touch Down
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Placemat Consensus

• 4. Teammate 1 announces one item he/she has
  written.
• 5. Teammates discuss the item.
• 6. If there is consensus that the item is
  important or correct, Teammate 1 records his/her
  best synthesis of the team's ideas in the center
  of the placemat, seeking help with wording if
  necessary.
• 7. The process is repeated for one or more rounds
  using RoundRobin, so each teammate in turn
  suggests an idea and records the team consensus.

• Steps
• 1. Each team draws (or is provided) a placemat on
  a large piece of paper. Placemats contain a space
  for each team member to write as well as a
  central team space.
• 2. The teacher provides a topic. For example,
  what are the most important points we have
  covered?
• 3. Teammates all respond simultaneously in their
  individual space, writing as many items as they
  can in the time allotted.

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Team Statement

• Students Think What is the important message?
• Students share ideas with partner.
• Students write individual statement.
• Students RoundRobin read clarify discuss.
• Students synthesize team ideas into a new
  statement.

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Who Am I?

• Steps
• Setup Teacher or students make cards and place
  one on each students back.
• 1. Students stand up and raise a hand until they
  find a partner.
• 2. Partner A turns around to show Partner B the
  card on his/her back, and asks three yes/no
  questions to discover his/her secret identity.
• 3. Reverse roles. Partner B now asks questions.
• 4. Partners shake hands, thank each other, and
  raise a hand to find a new partner.
• 5. With any partner, students may make one guess
  at their identity. If they are Wrong they keep
  playing. Correct they move their identity card
  to their front and become a helper, whispering
  clues to classmates.

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Stroll-Pair-Share
Students stroll about the room in pairs, sharing
and discussing.
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Dueling FlipCharts
Place chart paper around the room with identical
problems on them. Then the race is on as each
team tries to answer the problems or tries to
fill their flip chart with ideas.
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Team Stand-N-Share

• Teams create a list using RoundTable-draw a line
  after their last item
• All Teams stand
• One person from a team shares a item on their
  list from above the line
• Other teams record the item below the line or
  check it off-rotate paper to another member
• Another team shares an item from above the line
• Recording, checking and rotating papers continue
• Teams sit when their last item above the line is
  shared

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Jigsaw Talk Walk

• Complex passages in text, provocative ideas,
  important
• quotes, discrepant information, etc. are
  written on individual charts while students form
  same number groups and walk from chart to chart
  talking and interpreting the passages. Teams
  reform and summarize their discussions.
• Steps
• 1. Teacher chooses passages from an upcoming
  assignment and writes or pictures them on charts
  placed around the room.
• 2. Same number groups are formed (one person from
  each team) and each group starts at a different
  chart.
• 3. Groups spend 2-5 minutes at each chart
  discussing, interpreting, and reacting to the
  ideas.
• 4. Groups rotate to each chart until all charts
  have been visited.
• 5. Students then return to their teams and share
  their insights.

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GIVE ME FIVE!
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Class Rules

• As an important member of
• my class and team, I will
• Ask for and offer help.
• Listen carefully and praise my classmates.
• Share my ideas and work.
• Be prepared and give my best effort.
• Be a good follower and a good leader.

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Similarity Groups
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FAVORITE COLOR
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FAVORITE DESSERT
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FAVORITE DRINK
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FAVORITE SPECTATOR SPORT
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Eagles FlyHawks Fly
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Partner Expert Jigsaw

• The content is divided so each team member is
  responsible for one section.
• Each member of a team forms a pair with a member
  from another team responsible for the same
  section.
• Pairs master the assigned material using the Pair
  Read procedure.
• Each person creates a visual aid to help teach
  their own teammates the critical aspects of the
  section.
• Teams reform and use Team Interview to present
  and master all four sections.

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PAIR READ

• Read in bite-sized chunks (approx. 10 lines)
• Turn to your partner and ask, Is there anything
  here we can use?
• Summarize, clarify and elaborate for each
  other
• Write down key points you can use
• Continue through section
• Final step Decide on the _()_ points which are
  the most important in the section.

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PAIRS VIEW

• ? View in short segments while all students take
  notes (approx. 10 minutes)
• ? Partner A verbally summarizes for B the ideas
  and information presented so far
• ? B helps clarify, compares notes and gives
  feedback
• ? Continue the video after 3 minutes
• ? Stop the video again after 10 minutes
• B takes the lead in summarizing A clarifies
• ? Continue the pauses and alternating roles
  discuss the video with whole class calling on
  either A or B.

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Team Word Web

• Materials  Each team needs a large piece of
  paper.   Each student needs a different colored
• pencil or marker.   A theme or main
  ideas is written in the middle.  (Option  Have
  a student in each team write the main idea or
  theme.)
• Set up  Teams of three or four.  Each team with
  materials listed.  

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Team Word Web cont.

• Procedures 
• 1.  Teammate number one in the team starts with
  the paper.  He or she adds a CORE CONCEPT
  which could be a person, place, thing, or idea to
  the web.  
• 2.  Student number two adds a SUPPORTING DETAIL
  to this item or adds another core concept.  
• 3.  Each student continues in this manner, adding
  as much detail to the word web as possible.  
• 4.  Students show relationships by drawing
  connecting lines (BRIDGES) from one supporting
  detail or concept to another. 
• 5. The paper is passed from student to student
  until the teacher calls time.

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Teammates Consult

• 1. Pencils are placed in center of table or a
  team cup.
• 2. Team member 1 picks a question and reads it
  to
• the group.
• 3. Team Discussion.
• 4. Team member 2 (left of 1) checks to see if
  everyone
• agrees the question has been discussed
  thoroughly.
• 5. Team members pick up pencils and write their
  own
• response to the question.
• 6. Pencils are returned to the cup.
• 7. Team member 2 then reads the next question.
• Repeat, rotating roles.

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