Category: Cooperative

Pass the Plate

12/10/2013

Pass the Plate is a quick, engaging way to have students generate lots of ideas about a topic.

1.Put students into groups of 3 or 4 and provide each group with a plastic picnic plate and a transparency marker. (Paper plates work, too.)

2. Tell students that they will be given a word to write in the middle of the plate, and then they will pass the plate around their group, adding ideas, for 2 minutes. They will be given points for every idea on the plate, (I usually give 1000) and bonus points for any idea they have that no other group wrote down (5000.)

3. Rules for Pass the Plate - spelling doesnot count, they may not use resources (other than each other), and they may not skip a turn.

This photo is of a group of teachers playing Pass the Plate at one of my workshops. I provided the word "big" and they had to generate synonyms for the word. Teachers, like students, enjoyed the friendly competition and were very engaged with the activity.

When you are finished sharing ideas, simply hold the plate under the water faucet and it will rinse right off!

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Math Discussion Chips

10/23/2013

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The Common Core State Standards in math expect students to be able to explain their thinking and discuss mathematical concepts. This is quite a challenge for most students, but especially for those who struggle with language as English Learners or students with disabilities.

Discussion Poker Chips are something I have used successfully for literature circle discussions. Last week we tried them out in an inclusive, co-taught Algebra 1 class for the first time.

Students were placed in groups of 4 and provided with a Math Discussion Board. This is available for download here. (Modify to fit the level of your students.)

Each student was given 3 poker chips of a single color (1 student had green, 1 student had red, 1 student had blue and 1 student had white.)

My co-teacher and I modeled how to use the chips to have a conversation while working together through a set of problems.

We explained that the goal was to use the vocabulary represented on the board. If a student used the word, he could place his chip on that space. Students were encouraged to cover as many of the spaces as they could – just a hint of competition!

While it took a little while for the conversation to get started, we began to see students who never talk participating in the discussion! I credit three aspects of the activity – the symbols on the board serve as cues for students who can’t think of what to say, the poker chips add a tactile component that heightens alertness and the friendly competition between groups provided some motivation.

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Reading Trios

12/10/2012

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Recently I was asked about ideas for engaging students in cooperative reading. One that has stood the test of time is called Reading Trios. I originally learned this strategy as part of a reading comprehension workshop by Dr. Ed Gickling. It is both simple and effective, two criteria that are important to most teachers. It can also be used at any grade level or in any content area.

Begin by assigning students to trios. Generally, it is best to make these mixed-ability trios if everyone will be reading the same content.

One student takes on the role of READER. Her task is to read aloud the text (usually 1 – 3 paragraphs.)

One student takes on the role of RETELLER. His task is to retell what was read aloud to their trio.

One student takes on the role of CHECKER. Her task is to listen closely and try to catch the reteller missing something.

Engagement levels are very high during Reading Trios. Why? The READER is reading aloud, the RETELLER is paying very close attention because they don’t want to get caught missing something, and the CHECKER is engaged because they hope to catch the reteller missing something.

An additional benefit of this strategy is that it provides valuable roles for students who may not be strong at reading aloud. Often, students with reading disabilities have learned to be very good listeners.

I facilitated this strategy in three different classrooms last month and all three teachers agreed that it is an approach they will add to their reading tool kit.

Interested in seeing the strategy in action? View this excerpt from a BER video entitled Making Inclusion More Successful and see fourth graders using reading trios to explore social studies text.

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No Prep, No Cost Review Strategy

2/23/2012

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My favorite instructional strategies are the ones that don’t involve work on my part, and yet work for students! Try this one the next time you want students to review their content.

Think-Pair-Timed Share (T-P-TS) is a twist on the popular Think-Pair-Share. Both ideas come from the cooperative learning genre of strategies, thanks to Spencer Kagan. The power of T-P-TS is that all students are involved in sharing – not just the verbal, confident ones. The emphasis is on equal participation, one of Kagan’s four principles of cooperative learning. Pair students heterogeneously, and arrange for the stronger student to be Person A.

Pose a question that requires students to summarize or review the content. Allow silent think time.

1. Person A shares their response to the question for 30 seconds while Person B listens.

2. Person B restates what Person A said for 20 seconds.

3. Person B shares their response to the question for 30 seconds while Person A listens.

4, Person A restates what Person B said for 20 seconds.

I like to use a visual timer so that students can be more aware of the time frame. If using a Mac, try a simple app called Timer by Ten. If you have internet access you can use Online Stopwatch for free. Timer Tools is a wonderful software with a dozen different visuals and sounds.

Originally published in January 2012

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Pass the Plate

Math Discussion Chips

Reading Trios

No Prep, No Cost Review Strategy

Anne M. Beninghof

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