# data[].attributes.body
Round Robin is a collaborative activity in which each teammate will complete one operation or problem, and then pass on the worksheet to the next teammate. If students feel as though someone on their team has made a mistake, they make ask their teammate to reconsider their answer. The ideas that I would implement from the podcast are (1) explicitly teach collaborative skills, (2) establish norms and expectations ahead of time, and (3) survey students ahead of time. For this activity, the collaborative skills I would teach are strategies for providing constructive feedback and active listening. I would survey students ahead of time by asking them to complete a form indicating who they would prefer to work with and who would they not prefer to work with. I would tell them that their preferences are not guaranteed, but will be considered. I might ask the reasons why they would prefer not to work with someone to see if it is something that can be problem-solved or something that must be considered when putting together the groups, such as a bad history. I would have students, before working in groups, communicate to their group members how they best like to receive feedback as well as praise.

# data[].attributes.attachment_link.title
9 Math Games for the Classroom | Teach For America

# data[].attributes.attachment_link.description
We dug through the archives to unearth nine math games, courtesy of math teacher and Teach For America alum Emily Mason, to help students practice problems, increase comprehension, and have fun in the classroom.

# data[].attributes.body
I really like this cooperative learning strategy, especially when it comes to reading as it also allows more flexibility with giving students readings that may vary based of reading levels or interests. I would make sure to take a survey from the students asking about group preferences. I think the podcast made a good point when it acknowledged that preferences may be more than just likes or dislikes. Next, I think teaching students the more big picture goals for the group work could be helpful (make decisions, manage time, etc.) and from there asking them (perhaps before or after the activity) why these skills might be useful for them in the future and what elements to pay attention to make the most of the group work. Lastly, giving students a structure to follow or questions to answer regarding their reading might be helpful in making sure that everyone takes notes on their reading and that the information they take from the reading is thoroughly reflected on.

# data[].attributes.body
I chose the think-pair-share cooperative learning technique. In math, we can use this as a reflection technique at the end of class or during a lecture. I really like d the idea of having a contract at the beginning of the group activity. While I don't think they are necessarily needed for a short activity like this, the teacher could assign the same group members for a nine weeks, so the contract could help there. Some other techniques to help prevent problems is to do check ins. If I come around and ask students how they are doing, or even to tell me the other partner's thought process, the students will be more apt to work together to get the desired results. Another thing I would do is to have students type the information on a shared G-Drive document, so that way they can finish the conversation if they are not in class and they can look back if they need help later on.

# data[].attributes.body
This cooperative learning strategy seems to be one of the best suited for my subject and the way I envision my classroom. This strategy works on the idea that students will have already read, or other wise have had learning before the group work is done. This will be achieved through student-centered, teacher-guided discussion in which I would make sure collaborative ideas and themes are held. This will be further reinforced with a class "constitution" in which all students will have a voice in its creation. This class created document will be our guidelines for behavior and cooperation in class.
I do intend to perform check-ins on group to make sure that they are not only on task, but thinking effectively as a unit. And perhaps even to get them thinking about other sources.
In addition, the use of online sharing would benefit the classes groups in the event of absences or simply a place to compile knowledge and ideas of the group, I as the teacher would also have access to these.
In a virtual learning environment this group work would look more like breakout room with a shared google doc, and/or some other form of online sharing.
This style of collaboration would help students who are going into higher education or a job in which they will have to work with others on projects. Both will have already learned the value of respect and communication.

# data[].attributes.body
When reading about all the collaborative activities the one that I could immediately see a

# data[].attributes.body
-What explicit group work expectations can you set for students working in your
content area?
--Every member of the group must show work for every problem
--Students with Calculator Accommodation can used this to help their group (In my experience this has engaged students who commonly sit back in groups due to deficits in calculation)
--General cooperative learning guidelines:

· What are some quick team building activities/games you might give your
students in order to strengthen collaboration skills when initially paired together?
Get into a consistent habit of teaching students to greet each other and share an answer to a provided question to quickly get to know each other. "Join your groups and share one interesting fact about yourself" or "talk about the last movie you saw."
· How would you adapt these solutions to a virtual learning environment?
Using canvas conferences we can create virtual breakout rooms that can be monitored by teachers. The breakout rooms do not require students to leave the meeting and navigate which reduces technical difficulties.

# data[].attributes.body
I love the concept behind Semantics Maps and I think that they work great in a group work system. The basic idea is that students take a word with complex meaning, like “communism” and from there they break the word down into the other terms, ideas, key concepts, anything that they think can illustrate the meaning of the word. I think that when working with an activity like this in social studies, it becomes very easy to make expectations for what students should do very clear. For example, creating a Semantics Map requires students to understand key concepts and terms, and be able to work with them in a kinda abstract way. From there, students should be able to gleam not only my expectations for this activity but for the whole lesson. I think that the biggest problem that one could run into with this is Off task behavior. The task requires students to work in abstracts, and as such discuss what things mean. These discussions have a way of going way off task. As such, I loved the idea of the timer. I always wanted to think of a way to make the task more structured, and I think that the timer would help a lot. I could say that a word needs three or so main branches coming off of it, and each of those branches need to be fleshed out. Having a timer going for however long is necessary to complete each branch creates an urgency that can help keep students on task in order to complete the assignment.