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Medieval jigsaw

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Susana Herradas Martín

- Target group: 3th grade Primary
-Timing: 45 minutes
- Materials:seeds, seeds, soil, seedlings, water, instruction sheet
- Classroom Distribution: groups of four

Steep 1:
In group read the instruction sheet to make a seedbed. 5 minutes.

Steep 2:
The rols are distributed to get all the necessary materials. One of them mus to write the problems that arise at the moment and the solution. 20 minutes

Steep 3:
Other of them mus to explain to the other groups, how they did the work. 12 min

Steep 4:
Assesment to the others and auto evaluation whith a rubric of the activity. 5 minutes.

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Elisa Beltrán

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Rally Robin about determinism vs. freedom and moral laws.

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Rally Robin about determinism vs. freedom and moral laws.

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-Target group: 1st Bachillerato

-Timing: 45 minutes.

-Materials: Video and pen and paper.

-Classroom Distribution:

- Groups of four.
- Rally Robin
- Description of the activity step by step:
1. Presentation (1 min)
2. We will watch a video: about determinism vs. freedom and moral laws. (4 min).

3. We share the main ideas in the video and I present a question to the whole class: Are we free or determinate by our nature? (5 min)
4. Student can think for five minutes in and collect their thoughts (writing) (5 min).
5. Each student to turn to their shoulder partner to take turns and share thoughts with each other. Five minutes later they have to share the ideas with their face partner. Then, the group of four make a decision about the question. (20 min).
6. A speaker from some of the groups explain the agreements they have arrive to and the ideas they have discarded and why. (10 min).

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Los Humanos operamos como Computadoras? - Kant - Filosofia en 8 Bits - Sub Español

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Rally coach strategie

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Practising with Four Corners

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Phonics with little students :)

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We all want our students to work together. But how do we do it? True collaboration is much more than just having students work with each other. As teacher David Olio points out in this video, students often learn most deeply from their peers. Spending time teaching students how to collaborate will positively impact students' learning.

But just as there is no one way to collaborate, there is no one way to teach collaboration. Use these tips to try out new ways to encourage students to work together!

Working Individually Before Working in Groups

Though we want to help students learn from each other, collaboration can often be more powerful after students have time to work individually. In this video, watch how fifth graders use individual think time to dive into a math problem before collaborating with peers. Then see how this strategy is employed at the high school level by watching this video about using a 1-3-6 protocol for collaboration.

Partner Talk

Working in pairs helps students flex their collaborative muscles while focusing on just one peer. There are several different variations of the traditional "turn and talk" strategy that you can use in your classroom.

First, try teaching students explicit listening skills and talking norms to use when working with partners. Watch how one teacher uses rug partners to support her ELL students.

After having students talk with partners, consider having them turn to "second set" partners to share what they learned. This strategy helps students to use the information they learned from one conversation and apply it to a second conversation.

Small Group Collaboration

Set students up for success by teaching them how to collaborate with a small group. Watch how one teacher sets expectations by using group contracts for collaborative work. Then check out how another teacher teaches students to work in teams.

Groups are a great way to encourage students to give and receive feedback. In this video, students work together to revise and improve each other's writing using a structured protocol.

Create a Collaborative Environment

Collaboration can be encouraged through different routines and assignments, but it can also be promoted through the way your classroom is set up. Watch how desks can be arranged in a "four corners" formation to encourage collaboration. Want flexible seating? Teach your students to make wise seating choices by sitting next to peers that they work well with.

After spending time teaching students to work together, sometimes the best thing you can do is step back - and let the groups figure out how to collaborate on their own.

Now it's your turn! What are your favorite ways to encourage collaboration? Share your tips in the comments below.
Lily Jones taught K/1 for seven years in Northern California. She has experience as a curriculum developer, instructional coach, teacher trainer, and is also a contributing writer for Teaching Channel.

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We all want our students to work together. But how do we do it? True collaboration is much more than just having students work with each other. As teacher David Olio points out in this video, students often learn most deeply from their peers. Spending time teaching students how to collaborate will positively impact students' learning.

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Three Ways to Encourage Student Collaboration

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Here are some ways you can encourage collaboration amongst students. Tips include allowing students time to think alone, pairing students in a strategic way, and assign roles during lesson.

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Here is my practical proposal, I hope you enjoy it! :)

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Give One, Get One, Move On (Go Go Mo): Management in the Active Classroom

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Jill Znaczko's eighth-graders at the Expeditionary Learning Middle School in Syracuse, New York, use the Go Go Mo protocol to share and gain knowledge in preparation for an assessment.

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Today's digital students love working in groups, and it's in their nature. They work, game, and connect online constantly. In school it's no different, where they look to their peers to collaborate and share ideas. They're just as likely to work with students across the world as they are students in their classroom. And there's some great news about this-collaborative learning activities are not only more interesting for students, but may be more helpful in facilitating brain development than traditional teaching methods.

Collaboration Fluency skills are a huge asset for life after school. The working world is being affected by new communication technology. One's ability to function in teams that are both real and virtual is important. Henry Ford said it best:
"Coming together is a beginning; keeping together is progress; working together is success."
Collaborative learning pushes children to express themselves to their peers and interact to acquire and make use of information to achieve a desired outcome. Teachers may need to help students new to the activity, providing scaffolding and model appropriate behavior for listening to and discussing different viewpoints. However, these efforts are worthwhile, as collaborative learning has been shown to have a remarkable impact on students and their development in a number of areas.

Let's seek to understand more about the influence of collaborative learning activities on brain development, as well as the social and emotional advantages of the approach.

What Is Collaborative Learning?

One definition of collaborative learning is based on the thoughts of J. M. Gerlach:
" ... [this type of learning] is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs."
In the classroom, collaborative learning activities involve students working together in groups to complete a project, problem-solve or create a product. This approach to learning requires students to:

Associate new knowledge to prior knowledge;

Communicate with peers to process and synthesize new information;

Be exposed to various perspectives; and

Develop socially and emotionally as they listen to different viewpoints, and express and defend their own ideas.

Collaborative learning pushes students to actively engage with their peers, and articulate and question ideas as they move forward in finding a solution. One goal of this approach is to move learning toward a student-centered model of education. The process involves soft skills that are important in the social-emotional development of a learner, such as problem-solving, managing emotions and the verbal exchange and discussion of ideas.

Collaborative learning can also begin at a young age to engage learners and foster a student-centered learning environment. The active engagement of this approach requires more from students than skill and drill. However, does collaborative learning serve as a workout for the brain?

Research Supports the Use of Collaborative Learning

A developing child needs to execute their own acquisition of knowledge and manage their behavior. The executive functions of the brain generally do not fully mature until early adulthood. This means that parents and educators have a relatively large window in which to positively influence a child and their development.

The plasticity of the brain shows that executive functions will interconnect in a progressive manner when using knowledge domains for words, facts and images in a goal-directed purpose. Outwardly, students will show active participation in the learning process. Educators may see children wanting to organize steps for completing a project, evaluate the progress of the work and search for additional resources. Students are attempting to manage themselves while developing executive and metacognitive skills. Children may develop such areas in as much as they are challenged by parents and teachers. Like a muscle, the activity of using executive functions appears to strengthen an individual's ability to do so throughout their life.

Writing, talking, listening and moving during group activities involves multiple sensory-intake systems which work to enhance long-term memory.

The brain rewards the student participating in engaging learning activities. There are measurable responses that occur in the brain when working with others in a supportive and cooperative group. A release of dopamine happens during these activities. This neurotransmitter increases the feeling of pleasure, helping a child persevere and overcome challenges. The amygdala also activates. This area is part of the emotional-monitoring limbic system and determines if stimulation goes to the prefrontal cortex, the seat of the higher cognitive brain, or to the involuntary, reactive brain. Brain scans have shown that information learned among peers in an emotionally-supportive situation will be sent to the cognitive brain.

Isolated skill practice does not tend to produce a pleasure response in students. The brain activates to release dopamine and support a child's learning when students attempt to create a desired product or use information to solve a problem of interest. Writing is a subject area the offers an opportunity for active learning and creative production. Writing, talking, listening and moving during group activities involves multiple sensory-intake systems which work to enhance long-term memory. When retained information is retrieved, it appears that multiple neural networks are activated as memory storage has occurred on a number of long-term memory circuits. Learning is more efficient for the brain in collaborative learning activities, and is more likely to be remembered and retained.

Benefits of Collaborative Learning Activities: Emotional and Psychological

The brain itself functions is such a way as to support an engaged learner working with their peers to achieve a specific outcome. The learner feels pleasure and is motivated to persist to when working toward a goal with others. The brain facilitates the activities involved and stores information in such a way as to make it easier to retrieve it in multiple memory storage areas. A student who experiences pleasure during an activity and achieves successful outcomes is more likely to want to work in such a way in the future. Classroom environments that facilitate collaborative learning activities promote the mental development of young learners, helping them become adults with the mental, emotional and social capacity to work with others.

There are five key social-emotional skills that are related to personal and professional success in life. These critical social-emotional skills are:

Self-awareness;

Self-management;

Social awareness;

Relationship skills; and

Responsible decision-making.

The development of these skills has a direct relationship to important outcomes such as career success, and reduced involvement in criminal activity. Children who have the opportunity to develop high social-emotional skills can reflect on their actions, seek assistance when needed and stay motivated through difficult times. Children taught social-emotional skills have a reduced likelihood of developing emotional problems or participating in anti-social behaviors.

Students are hardwired to work with others. Teachers can create an environment that encourages learners to work together on a specific project or discuss their different viewpoints. While an educator or parent may notice and praise certain positive behaviors, the brain itself will provide a participating student with feelings of pleasure, reinforcing the action and the desire of a student to continue with a particular course of action.

Collaborative learning activities allow children to learn and demonstrate empathy and prosocial behavior. These behaviors can be more important than the objective of a task itself, as they can be used in other social environments and support the soft skills required later in life. Collaborative learning allows parents and educators to provide students the tools needed for success in the classroom and in a future career.

Additional Reading

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How Collaborative Learning Activities Build Powerful Student Brains

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Today's digital students love working in groups, and it's in their nature. They work, game, and connect online constantly. In school it's no different, where they look to their peers to collaborate and share ideas. They're just as likely to work with students across the world as they are students in their classroom.

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-Target group: Math classroom in -Adult Secundary School
-Timing: 30 min.
-Materials: paper and pen.
-Classroom distribution: groups of 4: A,B,C,D.
-Description:
* One problem for AB and another for CD.
* They resolve the problem.
* Change pairs: AC and BD.
* A and B explain the problem solution to C and D.
* C and D must evaluate the solution.
* Then C and D explain their problem to A and B.

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Give One, Get One, Move On (Go Go Mo): Management in the Active Classroom

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Jill Znaczko's eighth-graders at the Expeditionary Learning Middle School in Syracuse, New York, use the Go Go Mo protocol to share and gain knowledge in preparation for an assessment.

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The K20 Center examines Four Corners, an instructional strategy that physically groups students by opinion then has them discuss their opinions with others who share their view before debating their stance with the other groups. Support active learning in your classroom with this series of videos on instructional strategies, their strengths, and their uses.

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Kagan Cooperative Learning - Numbered Heads Together

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Kagan Cooperative Learning: Inside-Outside Circle & Talking Chips