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Keeping Up with the Kindness

This can be used to post warm fuzzies, be a place that someone goes when they need to find happiness, etc. A place for the kids to express their feelings.

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"Everywhere we go!"

Na na na na na na na... Batman
Dun dun duh dun dun... dun dun
Hocus Pocus... Everybody focus
Class(ity) Class(ity)... Yes(ity) Yes(ity)
All set?... You bet!
Waterfall, waterfall... Shhhhh

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Four corners... but not a game

Place posters on each corner to find out who your students are.
-Oldest/Middle/Youngest/Only
-Fact/Fiction
-Auditory/Kinesthetic/Visual
-Large Groups/Small Groups/Pairs/Individually
-Small tasks/Essays/Oral Presentations/Large Projects

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We are all knights!

Pass around a piece of paper in a small group and have students respond to a prompt while adding on to what their group members have already written.

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JUST WRITE!

Without focusing on spelling or grammar, give students for about 2-10 minutes respond to a prompt. Have them put their thoughts on a paper without judging them, trying to make them sound professional, or worrying about a grade.

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Endless PASTAbilities 😋

Use what groups have in common (think outside the box!) to create a group name that is fun and relates to everyone in the group.🍝

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Apparently, observing is more than watching.

Create a chart with each student's name and different success criteria (already shared with students). When walking around and observing, fill out the chart when you observe students fulfilling success criteria. It is a great way to organize your observations and clearly see if students are meeting the success criteria.

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Because kids don't know how to talk.

Use these protocols (5) to facilitate group discussion about texts. Each one has a different purpose and allows for a different type of discussion.

https://www.nsrfharmony.org/free-resources/protocols/a-z

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Otherwise, it's like a college group project.

Give each student a job when analyzing a text as a group. This increases equal participation from each student.

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Mark it good!

Use this strategy to annotate texts and create a basis for discussion.
-Number paragraphs
-Circle key terms
-Underline author's claims

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AKA- becoming a YouTube famous cover artist.

Use a familiar beat/tune to create a song about a particular topic. Go through it with students line by line and review it multiple times to have them memorize it. Remember, Hannah Montana did it first.

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And we're walking, we're walking...

In groups, have students create museum exhibits about certain topics or historical events. Bring in artifacts and write "blurbs" about each one. Have some group members be tour guides while others explore other exhibits.

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Because who doesn't love technology!

PRESENTATION TOOLS
-Padlet
-Mind Maps (Coggle, Bubbl, Popplet, Mindmeister, Lucidchart)
-Nearpod ("google slides on drugs")
-Tiki-Toki timelines
-PearDeck ($$$)
COLLABORATION/MANAGEMENT TOOLS
-Google Classroom
-Drawing tools (Canva, Piktochart, Easely, Google Drawing
-Other Google docs/slides/forms (basically, Google EVERYTHING)
-QR Codes to link to anything! (and Snapchat reads anything!)
-Edmodo
-FrontRow
VIDEO TOOLS
-Brain Pop
-Powtoon
-EDpuzzle (assign questions periodically throughout a video)
-Adobe Spark
-FlipGrid
QUIZ/ASSESSMENT AND GAME TOOLS
-Plicker
-Kahoot!
-Quizlet (Live)
-Poll Everywhere
-Play Factile (Jeopardy)
-Socrative (Online Quiz)
-Answer Garden
MISC
-ReadWorks (leveled articles)
-NewsELA (leveled articles/resources)
-ThinkerTools
-Sim Calc Math
-Shepard's Software
-InTune

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Basically, a mini classroom.

For specific topics or events, have a learning center with multiple activities for students to interact with. These include:
-books
-online games/quizzes
-matching games
-worksheets
Let students explore the centers as they wish.

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Don't wear a dress!

Have facts about a topic or event nu breed 1-9. get volunteers to toss a stone and hop to that number. Once they get there, have them read off the corresponding fact. Have follow up questions.discussion topics about each fact to go deeper.

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Indiana Jones!

Take students outside! Have "artifacts" related to a historical figure or event placed in a certain area. Act as an archeologist (or let students do it) and discover each item. When an item is discovered explain it's significance to the class.

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Touch History (but, not like that)

Create a timeline, and have students each create a paper detailing one event. Take turns placing the paper on the timeline where it should go, while explaining to the class what your event was and why it is important.

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Politicians should try this...

When debating two sides of an argument, use these steps (taking turns) to help students understand each side.
I think...
I feel...
I feel this way because...
My understanding of you is...
Maybe we can try...

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*Snaps*

Have students create a poem thinking deeply or making connections about a topic. For additional collaboration, have students write the first line, then rotate their papers in a group. Have students add a line to each paper they get, and when they get theirs back, turn each individual line into one, coherent, collaborative poem.

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Navigating you through thinking.

They help students understand basic terminology in circles or sticky notes. Arrows relate concept terms through linking words or phrases that describe relationships between concepts. An idea is to have students work individually and then have groups come together to work on one together.

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As Barbie once said, "Math is Hard!"

When talking about challenges your students have with them do these three things:
-Normalize Failures
-Justify Reasoning
Reflect on Progress

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Draw it... then Redraw  it.

Create a diagram that discusses/relates to a topic in pencil. With the class, go over the diagram and retrace the most important parts in a color so they stand out for the students. Do this as you discuss the diagram's relation to the topic.

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Who Am I?

When introducing an important historical figure, collect items of significance for that person (for example, and apple for Newton). Go through this bag of items as if you are the historical figure and explain why each item is in the bag.

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Greeks (like Socrates) are so smart...

Inside Circle: close read a portion of text, and have a DIALOGUE (not a debate) about it. Provide structure for younger students and encourage reference to the text during the discussion.

Outside Circle: provide peer feedback for a partner at the inside circle, take notes about the discussion, or some other "job" that keeps the students engaged.

Afterwards, provide time to reflect on the discussion and examine how their opinions and viewpoints may have changed. It might be beneficial to provide students with resources such as these, from a Pasco County, Florida middle school AVID program:

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Kids ALWAYS think they're right.

Why have students predict what will happen before testing it out? Giving them a chance to make a prediction prior to investigating creates a space where students can safely think creatively and really come up with an idea on their own. In addition, they will want to prove that they're right, so they will be more invested in the investigation portion!

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Think about it. Take a second. DING!

Sometimes, children have great ideas- they just need to work through them before they share. Sometimes, students just need a little time to gather courage to share in front of the whole class. By implementing a wait time, you are allowing students to gather their thoughts- and their courage- to share with their peers.

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Teamwork makes the dream work!

Pros of Stagnant Groups:
Students get to know the people in their group very well, and the comfort that is created usually allows for smoother conversations. Each person gets comfortable in their role in the group, allowing the group to be more productive.

Pros of Rotating Groups:
Students get to communicate with everyone in the class. It avoids group think, because new opinions are constantly being discussed. It allows students to try new roles that they wouldn't normally try.

Ways to rotate groups:
-Playing cards (to make groups of 4)

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What am I asking the children to do?

Make sure that you are asking the children to do things that are higher up on the pyramid of Bloom's Taxonomy. It leaves things deeper in the child's understanding.

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Movie time is NOT break time.

Make each video worthwhile by pausing at important parts to discuss and unravel it with the class. It's okay to leave the video unfinished- as long as the parts that were watched are fully understood.

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Grab a notebook, a pen, and your comfortable shoes.

Walk around, especially when small groups are talking, and take note of what each group is saying. Write down comments you want to share with the class, things you need to explain further, or interesting ideas you want to remember. Remember to set a timer so you don't get distracted!

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Reading too dense? Too long? Break the class up!

Divide the readings into categories and assign each category to a small group of the class. Allow them to become the 'experts' in the category, and have them teach the rest of the class what they read.

Examples of Group Teaching:
-Become the person you read
-Mini-Debates
-Create a lesson
-Create new groups with one expert from each category
-Posters and Art Walk