Great Tools for Working and Sharing in Groups
1. Save the Last Word for Me:
Step 1: A designated student shares a quote he/she selected from an article or piece of text, but does not share a reflection.
Step 2: Others in the group, in turn, share their responses to the quote (what is means personally or what it makes them think). They are not to talk over 1 minute.
Step 3: After all group members have shared, the person who originally shared the quote summarizes his/her reflection from their notes while the other members remain silent.
2. Success Analysis Protocol:
Step 1: One member share their paper (case, argument, etc.) with the group.
Step 2: Members who listened ask clarifying question.
Step 3: Analysis - The member who shared turns his back and simply listens to the other group members critique (I knows, I likes, I'm confused). They are encouraged to take notes.
Step 4: Reflection and Discussion. A great way to model and teach constructive feedback.
A Great Tool for Goal Setting and Check for Understanding:
3. Clothespins
*Clothespins can be used for goal setting, feedback, and as a scale that shows individual content mastery.
Picture from snowvance.com Resources: http://www.snowvance.com/additional-resources.html
Reflection and Peer Review:
4. 2 Minute write with A Star and a Wish
Study and Clarify
5. Whiteboards with Gallery Walk Explanation
Whiteboards can be used to quickly frame a question and get an answer from the entire class as once, or as shown in the video below, a way for groups to answer a question and explain to the group collectively. Simple blank paper can be used as well, the advantage of the white board is erasing for new questions. The students find it fun to show their answers in a way that everyone can see them.
Individual Reflection Tool:
(CASH OUT acronyms can be placed on the wall as an anchor chart)
6. CASH Out
C -
cognitive:
o What did you like
and/or what was learned through this project?
I like the trial like
presentation part of this project. I like how instead of doing a presentation
where you teach someone about what you created, we got to debate between two
teams which gave me an adrenaline rush which I thought was fun.
o Which team presented
the best case? What made their case effective?
I think Brandon
presented the case. This is because presented clear evidence and when he talked
he was easy to understand and hear. Also, his evidence was hard facts that
contribute to his verdict. However, Brandon lost, but I think he won.
A -
Affective:
o How did you
react persuasively play a role in the court scene and what major role did
you take in this project? Did your role allow you to capitalize on your
strengths?
In this project, my
role was to close our case. I feel that i presented the closing effectively and
persuasively because of my persuasive tone and facts. Also, a lot of other
people said that I helped our team win which contributed to the fact that I
presented well. My role in the project was to help Nathan with finding evidence
for the prosecution. I feel that I am a well rounded person and that my
strengths are equal in all topics.
S -
Surprised:
o What
surprised you throughout either the project itself or presentations?
I was the most
surprised the project itself. As I was looking for evidence for prosecution I
noticed that I was finding evidence for prosecution and defense that could
benefit both sides in the winning the case. There really was no proof of what
actually happened and the evidence for both sides could of contradicted each other.
o What
surprised you about what you learned?
At the beginning of
the project I thought that Tom Robinson was not guilty. I had my mind set on
this verdict, but as I was looking through the book I saw evidence that could
of supported both prosecution and defense. I learned to not have your mind
completely set on one side and to look at the whole situation before choosing a
side.
H -
Help:
What is one aspect of this project that could
be changed to help next year's class.
I feel
that nothing should be changed about this project. Not knowing whether you are
going to present defense, or prosecution before the actual trial adds a sort of
excitement to it and I liked that.
Interested in using this for your class? Get the resource template here:
(from www.snowvance.com)
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