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It helps students that are unsure or shy to engage in the lesson by writing what others are saying and/or doing. This could help to build confidence and encourage them to participate verbally in future discussions.

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It helps students that are unsure or shy to engage in the lesson by writing what others are saying and/or doing. This could help to build confidence and encourage them to participate verbally in future discussions.

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Miller

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I feel this assignment allows the "introvert"  or less confident students to also participate without being embarrassed or self conscious. Hopefully this type of assignment will give the student self assurance to participate more in the classroom.

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I feel this assignment allows the "introvert"  or less confident students to also participate without being embarrassed or self conscious. Hopefully this type of assignment will give the student self assurance to participate more in the classroom.

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This assignment can be for both behavior problem students, and students that lack the comfort to participate in a group project.  It provides the opportunity for the student to record information, and reflect their thinking in a low-risk setting.

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This assignment can be for both behavior problem students, and students that lack the comfort to participate in a group project.  It provides the opportunity for the student to record information, and reflect their thinking in a low-risk setting.

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Koch

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I have a few students this would work well with. They are ESE students with learning difference that vary. Being able to engage a lesson by writing lets me reinforce what they have learned and encourage them to participate in our class discussion

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Students tending to lose focus in group discussion, become overly critical of the thinking of others, or present other problems in group dynamics, they could be redirected to this very useful and purposeful activity.

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Students tending to lose focus in group discussion, become overly critical of the thinking of others, or present other problems in group dynamics, they could be redirected to this very useful and purposeful activity.

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It seems to keep students on task if one student is keeping track of what is being said. Also, it does allow participation for the student who does not like to participate in groups.

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This approach might not only be helpful with more introverted students, but with talkative students as well. If they are focused on what others are saying and recording the discussion, they will be listening and allowing others to speak instead of dominating the discussion.

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This approach might not only be helpful with more introverted students, but with talkative students as well. If they are focused on what others are saying and recording the discussion, they will be listening and allowing others to speak instead of dominating the discussion.

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I like that it engages the quiet students.  I have several that will never contribute when working with a partner or small group.  I do believe it will keep others more accountable in the group as well.  

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I like that it engages the quiet students.  I have several that will never contribute when working with a partner or small group.  I do believe it will keep others more accountable in the group as well.  

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It gives your introverted students the ability to participate in group with an important job or purpose. They can feel useful without having to be the center of the discussion.

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It gives your introverted students the ability to participate in group with an important job or purpose. They can feel useful without having to be the center of the discussion.

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I would be interested to try this is out to see if it engages my students that are simply not interested in school. How can I get a copy of the Wingman form?

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I would be interested to try this is out to see if it engages my students that are simply not interested in school. How can I get a copy of the Wingman form?

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Cunningham

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This approach helps the quiet students be able to actively participate without having to take a risk of being wrong.  It also would help students be more focused and on task if they know one of their peers is recording what is being discussed.

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The wingman method allows all students to participate in a capacity that they are comfortable with. I like how it could be used both for students who are shy and those who like to be off task, as it gives them another task to complete, moderating the others. 

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The wingman method allows all students to participate in a capacity that they are comfortable with. I like how it could be used both for students who are shy and those who like to be off task, as it gives them another task to complete, moderating the others. 

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Barten

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I am interested in trying this approach.  I would like to observe if it would engage all students from the very talkative ones to the ones who never talk.

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I am interested in trying this approach.  I would like to observe if it would engage all students from the very talkative ones to the ones who never talk.

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This approach ensures that even the reluctant participant is engaged in the assignment. The written reflection will be his or her product that will demonstrate understanding. It will also keep the rest of the group on task because of the monitoring aspect.

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This approach ensures that even the reluctant participant is engaged in the assignment. The written reflection will be his or her product that will demonstrate understanding. It will also keep the rest of the group on task because of the monitoring aspect.

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Heinzman

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I am excited about adding this tool to my group activities because I feel even my reluctant student would feel confident about listening and recording information from others in the group. Giving this role (Wingman) to my struggling student would build his/her confidence as an important player for the group, as well as, give my struggling student one more opportunity to see the skill in action from his/her peers.

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In all group work there are those that do the work and those that let everyone else do the work.  This strategy enables the reluctant student (academically or socially) to become engaged with the group by repeating their responses and then writing his/her own summary.  I feel this will help the entire group to stay more focused on the topic as well as encourage everyone to participate.

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In all group work there are those that do the work and those that let everyone else do the work.  This strategy enables the reluctant student (academically or socially) to become engaged with the group by repeating their responses and then writing his/her own summary.  I feel this will help the entire group to stay more focused on the topic as well as encourage everyone to participate.

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K Gallery

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Love this strategy!  I like that it makes all accountable and keeps the group on task.  I think it would be helpful for the reluctant students too!

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Love this strategy!  I like that it makes all accountable and keeps the group on task.  I think it would be helpful for the reluctant students too!

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Often times students aren't comfortable sharing their thoughts on a topic for fear of being wrong or  anxiety gets in the way of their ability to speak with clarity.  The Wingman strategy is a great way to   include as well as encourage confidence in their responses by first allowing  them time to hear others talk through their ideas and opinions.  This strategy promotes active engagement for all students.  YAY

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Often times students aren't comfortable sharing their thoughts on a topic for fear of being wrong or  anxiety gets in the way of their ability to speak with clarity.  The Wingman strategy is a great way to   include as well as encourage confidence in their responses by first allowing  them time to hear others talk through their ideas and opinions.  This strategy promotes active engagement for all students.  YAY

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Burkholder