# data[].attributes.body
Partners start by standing back to back to think about a question.
When time is called, they turn around, face their partner, and share their information. Listening carefully and eye contact are stressed.
Students rotate partners, do a new question, and start again.

This forces every student to consider question and speak to it.

# data[].attributes.body
https://youtu.be/czHcz80-vb4
The video shows a few different strategies used by a college prof.  The last one being Gallery Walk.  The biggest thing that this video did for me was to change how I was searching for CL strategies.  Searching for College level Strategies provided me with older examples.
Gallery Walk
1.  Have your team display an idea, presentation or review on a poster.
2.  Have other groups leave feedback on the poster.
Seems simple but we often forget this one!

# data[].attributes.body
Focused collaborative talk meant to DEEPEN and EXTEND our thinking about the topic.
1 ) Hear all voices
2) Say something meaningful
3) Practice SLANT
Sit up
Look at the person talking
Act like you care
Nod your head
Take turns talking
4) Listen with intent
5) Keep the lines of thinking alive
6) Be flexible in your thinking

# data[].attributes.body
As we progress throughout the year in U.S. History, major themes/concepts begin to emerge. This would be a great strategy to use to review and connect ideas from one time period to another. The strategy works like this: I would ask them a broad question (i.e. what are the causes of war?). In groups, students would take turns sharing a cause of war that we have discussed in class. As each group member shares an answer, the other members write their list on their own paper.

# data[].attributes.body
This was a structure I found called "Spend - A - Buck." The steps for this structure are as follows:
1) Divide class into teams
2) Each person is given ten play dollars
3) Option cards are laid out on team tables
4) Students put a dollar on each option
5) Students spend remaining dollars any way they want
6) Teams count the results to determine team decision

# data[].attributes.body
https://youtu.be/5Y00Oe-cODw
I thought this was useful for implementing vocabulary in content areas

# data[].attributes.body
This is not only a great get to know you game. It would also work perfectly for skill mastery. You could give each student a concept/skill to perfect, and then the create the criteria for students to find someone who understands a certain skill.

# data[].attributes.body
I really like this strategy in that it gets students moving but it is also a great way to have students see physically others who may agree with their thinking. Prior to using this strategy I would make a sign for each of the corners even if it was just a letter so students could know which corner to go to after you prompt them. You can use this strategy for several different scenarios. You could have students go to the corner for a position they may agree upon and then work with the group that has now been formed in order to complete a task. Students could go to the corner of a statement they most agree upon. There are several ways to use this strategy that will mix things up in your class.

# data[].attributes.headline
Spin-N-Review (mastery, communication)Set-up: Each team receives review questions, Spin-N-Review gameboard, andgame marker.1.Teacher selects a spin master.2.Turn captain moves marker to “Who asks the question?” and spins.The selected student reads a question to teammates.3.Turn captain moves marker to “think time”,” directs teammates to thinkabout their answers and silently counts five seconds, showing thecount on his/her fingers.4.Turn captain moves marker to “Who answers the question?” andspins. The selected student answers.5.Turn captain moves the marker to “think time” and silently counts outfive seconds as students think about the answer given.6.Turn captain moves the marker to “Who checks the answer?” andspins. The selected students leads the team in checking forcorrectness.7.Turn captain moves the marker to “think time” and silently counts outfive seconds as students think about how to help or praise.8.Turn captain moves the marker to “Who praises or helps?” and spins.The selected student leads the team in helping or praising the studentwho answered.9.Turn Captain passes the spinner clockwise one person. The processrepeats starting with step 2

# data[].attributes.subject
Spin-N-Review (mastery, communication)Set-up: Each team receives review questions, Spin-N-Review gameboard, andgame marker.1.Teacher selects a spin master.2.Turn captain moves marker to “Who asks the question?” and spins.The selected student reads a question to teammates.3.Turn captain moves marker to “think time”,” directs teammates to thinkabout their answers and silently counts five seconds, showing thecount on his/her fingers.4.Turn captain moves marker to “Who answers the question?” andspins. The selected student answers.5.Turn captain moves the marker to “think time” and silently counts outfive seconds as students think about the answer given.6.Turn captain moves the marker to “Who checks the answer?” andspins. The selected students leads the team in checking forcorrectness.7.Turn captain moves the marker to “think time” and silently counts outfive seconds as students think about how to help or praise.8.Turn captain moves the marker to “Who praises or helps?” and spins.The selected student leads the team in helping or praising the studentwho answered.9.Turn Captain passes the spinner clockwise one person. The processrepeats starting with step 2

# data[].attributes.body
If students need to think more deeply about a character, you could show them a picture of an object or animal on the projector (Kagan uses four objects--each student in a group can choose any of them). Then have students complete this statement: _________ is like _________ because ______________.
(Example: Gatsby is like roast beef because he seems crusty and well done on the outside, but he is raw on the inside. )

# data[].attributes.body
This is a strategy to help students become self-directed learners. With this strategy, students would have to ask 3 other students for help before asking me for help. This can be helpful for students, as their classmates may have better strategies that can answer their questions better than just asking the teacher for the answer. Furthermore, giving the students an opportunity to teach others can ensure that they understand the content fully. If all 4 students do not know, the teacher will gather that when all 4 come to them with the same question. At that point, the teacher can better explain the information to all 4 students.

# data[].attributes.body
This was recommended in an article for ELL students as they need as they need practice speaking and listening.  I can see using this strategy with a variety of topics in an English classroom (I teach 9th and 10th) such as vocabulary review, reading checks, test review, etc.
1.  Form two concentric circles with equal numbers of students.
2.  Inside circle students turn and face their counterpart in the outside circle.
3.  The inside circle member shares their information that they are responsible for, and the outside circle member answers or responds.
4.  The roles are reversed with new information.

This would allow ELL students a chance to interact with students in a group setting that is less threatening since just two are interacting at a time.

# data[].attributes.body
In this strategy students are given cards and as a team they must place the cards in the correct sequence. The "hitch" is that not everyone is allowed to see what is written on each card. Students are only allowed to view the cards in their hands and must communicate what is written on the cards to their group members. Only at the end, when the team thinks they have the cards in the correct order, may they turn all of the cards over. Sequencing is an important part of many science topics, and I can see using this in the biomedical courses, when learning how the body tries to maintain homeostasis through hormones.

# data[].attributes.body
This is a strategy that I have used for several years on the first day of class. I have a sheet with 16 different questions that the students have to find someone in the class who can answer that for them. They can only use one student one time, meaning they have 16 or more different students that they interact with. Students move around the room and socialize with others getting to know everyone and something about them.

# data[].attributes.headline
Rally Coach                  •	Students work in pairs with their shoulder partner.         •	One of the partners is given a question that has only one correct answer.    •	There is also only one piece of paper and one pencil for the pair. •	Partner A solves the problem explaining their reasoning to Partner B.                     •	Partner B coaches Partner A if they need help and also affirms the work they are doing correctly.                       •	If the answer is not correct, Partner B coaches Partner A to arrive at the correct answer.                         •	Once they agree on the answer, the teacher checks it, and gives positive affirmations to the students or suggestions on what to change.                          •	When the pair has the correct answer the teacher hands a new problem to Partner B.                                   •	The students switch roles and repeat the process.

# data[].attributes.subject
Rally Coach                  •	Students work in pairs with their shoulder partner.         •	One of the partners is given a question that has only one correct answer.    •	There is also only one piece of paper and one pencil for the pair. •	Partner A solves the problem explaining their reasoning to Partner B.                     •	Partner B coaches Partner A if they need help and also affirms the work they are doing correctly.                       •	If the answer is not correct, Partner B coaches Partner A to arrive at the correct answer.                         •	Once they agree on the answer, the teacher checks it, and gives positive affirmations to the students or suggestions on what to change.                          •	When the pair has the correct answer the teacher hands a new problem to Partner B.                                   •	The students switch roles and repeat the process.

# data[].attributes.body
I see a lot of ways to use this in a math class. i could use it in algebra when students are solving equations or word problems and in geometry when students are using trigonometry to solve triangles.

# data[].attributes.body
I found a structure called showdown.
1. Question cards are stacked in center of the team table.

2. Teacher selects one student on each team to be the Showdown Captain for the first round. Showdown Captain draws the top card and reads the question.

3. Working solo, all students write their answers.

4. When finished, teammates signal they’re ready.

5. The Showdown captain calls “show down.”

6. Teammates show answers; Showdown Captain leads check.

7. If correct, the team celebrates; if not, teammates reteach then celebrate.

8. The person on left of the Showdown Captain becomes the new Showdown Captain for the next round.

# data[].attributes.body
Sophomore English
In Find the Fiction, students each write three statements- one false and two true. Students take turns sharing their statements. Teammates try to identify the fictitious statement.
I would have the students write the definitions of 3 vocabulary words in their own words but make one the wrong definition. In teams, they could try to identify the word with the wrong definition. They are working with 12 words in just a few minutes.