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Rob did it with the meso american civilizations. talked about what they knew, went over vocab and reviewed what makes a civilization. Generic terms and they came up with their ideas and added details as we learned about new civilizations.

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Partners worked together to create an anti-vaping poster during our drug prevention unit.

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I have used this strategy to foster thinking for our thematic unit of Empathy + Advocacy for students to select topics of high interest. Ultimately, this led them to narrowing down their decisions to food allergies, sensory rooms, water conservation, and modified sporting equipment for people with disabilities.

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Students have made 2 collaborative posters now. One was on the amendments and one was on westward expansion. Students had to label what parts they did on the poster so the work was evenly distributed.

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So good for math! Been doing it all the time. The best version was when kids gathered ideas from others. The mathematical thinking was done in so many different ways and students learned a lot form each other, like how there are several ways to be "right".

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I have used this strategy with my AVID students to reflect on Tutorials and the impact of Tutorials on their learning both in and out of the AVID classroom.

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I am currently putting together a poster that focuses on Bill of Rights.

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Four Corners: Audience and Participant Accountability Form

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Students made posters in groups of 2 or 3. Each had a color they and wrote down their contributions in that color only. Made for much more involvement from everyone, since they wanted to make sure their color was represented.

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I have been using this more with my bellringer questions at the beginning of class. Students will write their answer to the bellringer and then share with their elbow partners in 1 minute intervals.

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In math, we've done this a lot with rough draft thinking (that counts, right?). Kids think and write independently about a topic, then share their writing with a partner and take ideas from each other before coming to a more comprehensive idea to share with the class.

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Students are currently pushing their thinking to include 1-2 pieces of evidence from articles read in class to support their claims. Additionally, students are regularly using an Accountability Form to ensure they are employing active listening skills and are engaging in authentic conversations.

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Wynter used in art to get feedback (using a rubric) on an art piece at the end of the unit. It was a good way for kids to make tweaks to improve their grade before finally turning it in to grade

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I used this strategy where students had to choose their top 6 rights from the Bill of Rights. They had to do two of them, one from their perspective and one from a colonist's perspective.

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I have used this strategy with WIN classes as well to bolster communication skills. Students then reflect upon their growth in communication in small group WIN and how they transfer the skill to the larger groups in other classes.

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Helping duos. Greg did the protocol with group presentations. one group presented and the other group gave feedback using a rubric. Then they had open discussion and the presenting group made a list of improvements. EXAMPLE OF IT NOT HAVING TO BE IN GROUPS OF 3

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6th grade art class spends time in pairs generating written summaries of their art projects before typing them into their portfolios. We share out as a class and then adjust writing as needed.

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In art class, students provide written feedback on each others project planning sheet. Students plan and sketch their project planning on the front side of the sheet and get targeted feeback on the back side, giving them an opportunity to adjust final composition strategies, etc.

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Students in both Social Studies and AVID participate in Think-Ink-Pair-Share daily as part of their First Five. They also provide peer feedback and add onto each other's responses to build upon their conversations for Four Corners.

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I have used Pyramid Brainstorming in both AVID and Social Studies. In AVID, students created a Pyramid of Priorities and had to justify their arrangement. Students also engaged in inquiry work beforehand and had to use evidence to support their peers' arrangements. In Social Studies, I asked students to create their own pyramid of human needs that are needed for humans to thrive, extending beyond basic needs.

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I started using A/B partner share during 'walk and talk' in the gym. I'll have a prompt and students walk around the gym for 5 minutes sharing their answer with a partner.

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I tried pyramid brainstorm with my students the other day. Students had to write down their 6 most important rights and arrange them in a pyramid and then justify why they chose that order. They were very engaged with it.

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ALTERNATIVE: If you need students to arrange things in a hierarchy you can do a different version of this called a Ladder Sort. Where there is only one item on the bottom and they organize linearly.

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We use 4 corners during Social Studies as a way to get up an have movement during class. I like to give students time to talk after they get to their corners. It is best to have prompts that they can use to illicit conversation.

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I've been using A/B partners in Social Studies as a way for students to check-in with one another and to help me zero in on the kids that need more one-on-one attention, especially in regards to note-taking.

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I've used it a lot in WIN, and have had the most success with it there, I think because the topics kids are talking about are more low stakes.

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7th Social Studies and AVID

I have used it to provide peer feedback on artifact creation in Social Studies and one pagers developed in AVID.

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In math we used it to discuss a strategy kids used to solve a problem. They shared with each other and gave feedback.

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7th Social Studies and AVID

Used daily as an engagement and movement tool in Social Studies to tie into a broader theme for the unit.

Ex: Values and beliefs are what MOST influenced decisions in the Ancient World.

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We do alot of parnter and table group work in Social Studies

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We tried 4 corners last week about Indigenous People's Day.

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7th Social Studies and AVID

Used to begin initial conversations about a given topic and/or essential question. Also used in peer feedback discussions and World Cafe debriefs.

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I have done lots of partner & small group talk. I have not used the A/B handouts.