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Excellent for Language and Social Studies Classes.

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Step by step:

Make a slide show with topic-related questions and present it with the projector.

Make a circle with chairs in the room.

Draw a circle on the board where students can see, and add their names to it (it helps if the order is aligned with where they are seated).

Instructions:

Clear questions; keywords should be highlighted.

Students must be oriented to raise their hands to answer each question. If another student wants to disagree/agree/add to the previous one, they must also raise their hand.

After two or three students interact with the same question, skip it.

Make sure they see you crossing a line whenever a student talks. This will instigate them to participate.

Offer them a bonus for participation. Positive logs for pertinent and well-built arguments and a respectful attitude in the Circle are always a great plus.

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Step by step:

Make how many stations you want. The picture above was taken in Austin class, we chose to do 5 stations.

Station 1 was a teacher-led discussion, a mini-lesson about the topic.

Station 2 was the tech one. It had 4 Chromebooks and headsets ready to go, with a YouTube video about the theme. In this station, students had note-takers and pens available, and they should leave them on the desk for the teacher to ensure they took notes.

Station 3 had a hard copy with topic-related text and different color highlighters; they should read it while highlighting key information. After that, they should check if their peers have highlighted the same parts of the text.

Station 4 had a big piece of paper with post-its and pencils, and each student had a case study they should analyze, writing it down with their names.

Station 5 was a Word Wall. Since it is an AP class, the teacher wanted to ensure they knew a proper vocabulary, so we hung a piece of paper close to the board, and each group chose 5 words they should give meaning to.

Instructions:

It is fundamental to have two teachers for this class. While one is the subject teacher leading a mini-lesson in one of the stations, the other makes sure students are following through the process, working, and preparing the stations for the next group, like resetting the video, collecting the evidence, and making sure students understand the process.

The stations, in this case, were made for groups of 4 students, and the seating chart was also strategic.

Make sure to have a timer on the board. Usually, 10 minutes for each station is enough. All instructions must be given to students at the beginning of this class, quickly explaining what they have to do in each one. Regardless of that, they will have other questions, this is why it is important to have two teachers participating.

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Math problems, science and social studies questions, book analysis, etc. This strategy is efficient because it facilitates self-assessment, peer assessment, and mutual learning at once. 

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Step by step:

Set up the room with two circles of chairs, the inner and the outer circle.

Have a slide show with questions; each slide has a question/problem.

Have a sheet of paper with clear instructions (as seen in the example below) that must be highlighted in a different color. This paper contains the same questions in the slide show, with a space for partner one (add name) and two (add name).

"You need to answer each question using two different answers. From partner 1 and partner 2."

Students should sit in one of the circles, facing one student from the other circle.

Explain that when one question is displayed on the whiteboard, they should write down their partner's answer. And after some time (you decide), the inside circle rotates right for partner 2.

After some questions, the outside circle is now the one that moves left.

Each student must have two different answers from two different partners by the end of the lesson.

High points of this activity:

students get to learn with each other.

students get back on track if they were lost at some point.

scaffolding is easier at this point of collaborative work.

student engagement.

the student is exposed to answers, materials, ideas, vocabulary, etc. There is no cheating. Whatever they do, they will be exposed to the content (since there's a teacher supervising and they are held accountable for returning the sheet completed as a formative assessment).

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Co-teaching models aim to use each teacher's strengths to give all students more personalized support. You can use this strategy with the LS teacher, for interdisciplinary purposes, or any other teacher available.

This facilitates:

Team building

Targeted intervention

More than one content delivery simultaneously

Unobtrusive assistance

Gathering data

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In their book, Interactions: Collaboration Skills for School Professionals, Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of students with diverse learning options.

Students at all academic levels benefit from alternative assignments and greater teacher attention in small-group activities that co-teaching makes possible. Co-teaching allows for more intense and individualized instruction in the general education setting increasing access to the general education curriculum while decreasing stigma for students with special needs. Students have an opportunity to increase their understanding and respect for students with special needs. Students with special needs have a greater opportunity for continuity of instruction as the teachers benefit from the professional support and exchange of teaching practices as they work collaboratively.

Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources and joint accountability. (Friend & Cook 2016)

Six Approaches to Co-Teaching

1. One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.

3. Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.

4. Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently.

5. Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group.

6. Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles.

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Six Approaches to Co-Teaching - State Education Resource Center

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In their book, Interactions: Collaboration Skills for School Professionals, Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of studen...

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Step-by-Step Graphic Organizers for Annotated Example Problems - Math

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Step-by-Step Graphic Organizers for Annotated Example Problems - Math

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UnconstrainED is an active learning-based website that uses artificial intelligence to plan lessons, assessments, and even rubrics. Using tech assets for things tech can solve frees up our time so that we can focus on things that require a human touch, such as fostering student-teacher relationships, strategic teaching, and engaging in hands-on activities with students.

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Step by step:

Choose a topic, text, or question for discussion.

Add it on a padlet, whiteboard, big piece of paper, Google Classroom, or any other collaborative platform.

Give students time to respond to it (opinions, analysis, etc)

Now, they must comment on each other responses.

In small or large groups, students must share aloud their takeaways.

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Social reading is such an easy and efficient activity to do. I love it because providing a circle for students to sit, interact, and improve their reading and comprehensive skills while addressing questions they might have, and assessing their learning in one go is incredible! By doing so, the student feels confident about the topic, and so does the teacher about moving forward and pushing these students to their maximum results.

Instructions:

Have the students sit in a circle.

Students should have a book, article, or any other text.

Read. One after another.

Make pauses to make sure they are understanding. Ask questions such as: What is your understanding of this part of the story? Can you think of something when you read this? What ideas come to your mind about this?

Using this strategy weekly is helpful.

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Mentimeter is an online collaborative platform that offers multiple ways in which students can interact with the content and group. It is fun and productive. In the link below, you can learn in 5 minutes, 5 different ways to use it.

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Link.

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Sentence starters: debates/essay writing. 

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Sentence starters: debates/essay writing. 

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This PDF helps SO MUCH students who want to give their best in essays and discussions. Sometimes, our thoughts are aligned with what is expected, but we can not get it out until we have a beginning for it. Once, I provided this to one of my students, and as their classmates saw it, they immediately asked for it.

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Em Português, para debates e texto dissertativo-argumentativo.

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Em Português, para debates e texto dissertativo-argumentativo.

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Iniciadores de frases, palavras de transição e outras palavras úteis. Os alunos se beneficiarão de utilizar este PDF durante debates e elaboração de textos. Sugiro laminar e ter um disponível por mesa, disponibilizar no google classroom, ou anexar à parede.

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Gallery Walk is a great strategy to encourage active engagement and collaboration, as students may work in pairs or small groups to discuss and gather information. 

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Step by step:

Select or create content

Print the content (mind maps, texts, articles, etc.) and hang it in different parts of the room.

Print sheets of paper with questions for the students.

Students should walk around the room, looking for their answers.

Review the answers and reflect on the topic with students.