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Activities/Strategies to " identify shared goals and negotiate strategies for success":
- Students identify deficiencies within their own section/ band and brainstorm possible solutions to eliminate the identified deficiencies.  (example: What do you hear? Why would this be happening? How do we fix it? Does anyone have any other ideas?)
- Evaluate performances
- List Beginning of Year goals with the bands

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Activities/Strategies to "recognize and include the strengths of all individuals":
- Mess Up Stand Up
- Round 1 Fight (winners on the board)
- Section of the Day (receives stickers)
- Chair Tests
- Cup of Doom

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Activities/Strategies to "demonstrate confidence in personal ability to make the group better":
- Individuals play
- "Flashy Friday"
- Cup of Doom
- Chair Tests
- Volunteers to Play
- Mess Up Stand Up
- Round 1 Fight
- Peer to Peer help (high student paired with low student - changes every week based on how students have progressed)

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Students evaluate examples of science content and then work together at how to present the application of the content within the image to the class. Students then take it to another level and "pretend" there is a problem within the image...how should they combat the problem with the existing tools. This allows students to show creativity and problem solving (Conduction, Convection, and Radiation - Heat Transfer Images)

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art students utilize peer to peer help, set up/ clean up, table races,

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Group Test Analysis - After taking a unit test or a district snapshot, students are placed into groups and they must go through the entire test again with their table group, discuss the questions and what they know about the topic, then discuss each answer choice and decide not just which answer is correct, but also why the answer is correct or not. The conversions that students have, blow us away and this also is a way to have a peer re-teach for portions of the curriculum.

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Quizlet Live - students collaborate in teams to review vocabulary

Group Projects:
Ex: Utopia Project - After reading A Wrinkle in Time, students are put into groups and must collaborate (using prior knowledge and research of current societies as well as societies from the novel) to create their utopian society. Students are able to use technology to present their societies to the classes in a creative way.

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Essay editing - students peer edit and collaborate to make each other's paper better. Students must comment on something their partner does well in the essay and discuss ways to improve the other areas.

Quizlet Live - students collaborate in teams to review vocabulary

Class and partner writing - builds students' confidence in their ability to contribute to the group.

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Peer-Editing our Science experiment final reports through the ADI process

FlipGrid- students watch each other's posts and provide feedback/critique

Negotiate Strategies for Success: our students, within the ADI process, must brainstorm and develop a procedure in order to answer a guiding question. (for example: design a catapult that would allow for the most distance traveled of a clay ball) All design ideas are discussed and then the group chose one or two to test.

Recognize and Include the Strengths of All Individuals: ADI groups must decide who presents their argument display board, who can question and critique peer argument display boards, who would design and proof-read the argument boards, and who should be the time manager within this 8 day process

Demonstrate Confidence:  in order to help all of our students have a voice and be held accountable, students are assigned different colored markers in order to keep track of student input and use "Talking Chips"  a Kagan strategy to ensure everyone has an opportunity to speak

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Group jigsaw with articles allows students opportunity to share ideas and thoughts.  Also gives each student a chance to speak individually if they haven't spoken in whole class discussion.

Students peer edit essays via Google docs.

GT students researched a novel related social topic in partners and prepared presentation.

While unpacking Unit 2 within small groups, students worked collaboratively to identify unit components.

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Students work in pairs with one robotics kit so every program and build is a collaborative effort.  Students also work with "teams" in the rows they are sitting in --for equipment/build or program checks etc.  They get feedback and assistance from their peers everyday.  In addition: We just completed a group project where the team had to coordinate multiple robots to perform a half-time show.

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Students usually work in pairs in the robotics classroom, but for their zoo project the students used the older equipment and were able to each build their own animal 1:1. We then had a "gallery walk." The students got peer reviews and evaluations to then make revisions to make the robot animal look more like the actual animal. Feedback was class to class as well as other peers in the robotics 1 class too. Then, I grouped the students so now a group of 4 is working collaboratively to perfect all 4 animals to have them all "zoo-ready" for the final presentation. This will be a seperate GROUP grade to really encourage the collaboration. Most of the assignments in my class are similar.

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When my students are working together I use a rule called “ask before me.” This one works when your students are in groups of two-four. It simply means that a student should ask his or her group members for help before asking the teacher. This encourages students to look to each other for support instead of always looking to the teacher first.

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What to do with those chatty students when they are working on a group activity?  Try using talking chips, a strategy in which you give each student three chips or tokens. Each time a student speaks, he or she must turn in his or her chip (in a bag in the center of the group). When each student is out of chips, they are not allowed to talk until all other students have turned in their chips.

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We give students opportunities to collaborate with their peers through the problem solving process. Using warm-ups, HW, stations. This gives the students the opportunity to extend their learning by becoming peer tutors with their table groups, and allows for remediation for students who are struggling with a concept.

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After analyzing the Snapshots (IAs), most missed TEKS on Snapshots are spiraled during pride time.

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PAP collaborate weekly on higher order thinking word problems. Students start working independently, move to working with a partner, then work with a group to share strategies and solutions.
All students collaborate when doing stations, etc. which allows for peer tutoring and peer review.

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Students work together to solve a guiding question through arguement driven inquiry

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We collaborate in the class continuously with Interpersonal Speaking.  Currently, the students on collaborating on a menu (Intro) and what they should wear (Spanish 1)

Negotiate Strategies for Success: Recently, we collaborated with Reedy High School and added AP vocabulary and themes. The students collaborated used the Challenge-Based learning process. The students developed a problem in families and created a solution. The audience provided feedback and questions.

Recognize and Include Strengths of All individuals.

We are also collaborating with the high schools for multi-cultural night.

The students also peer edit and help students "level-up" and add higher level vocabulary, transition words, and make compound sentences.

The students are able to help each other what they do well on for standard-based grading.

Confidence in the the classroom:
Students received pesos for participation. Also, teachers use sticks to call on everyone, hold everyone accountable, but can be called on again. Teachers use QSSSA to make sure students have stems to answer questions.

Also, the Spanish teachers collaborate and share what is working, how to address students' strengths and needs.

We combined both classes to meet and practice together.