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Errorless task boxes and well as using their ACC device. 

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Errorless task boxes and well as using their ACC device. 

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Provide students choice and peer-led (p.94)

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Provide students choice and peer-led (p.94)

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Evaluating the final product and the process (Labs /Simulations) with observations, rubrics, exit tickets, Google Forms, and Sketchbook Checks. pg. 96

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Groups were assigned a country that was in WWII and had to create a poster to teach the rest of the class about their country's involvement

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Group non-engaged students with positive peers who they are comfortable with.

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Utilizing Google Classroom Discussion Questions for students to participate in a way that does not require speaking out loud and in a safe space. 

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Utilizing Google Classroom Discussion Questions for students to participate in a way that does not require speaking out loud and in a safe space. 

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For Math, we use exit tickets to check for students understanding after the lesson and mini group work

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For Spanish speaking students, they are given the same book club book in Spanish. Coteacher monitors discussion in Spanish.

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Strategic placement of student within a group

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Strategic placement of student within a group

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Early Childhood - Play-based learning, visual supports, choices, adaptive seating, alternative tasks

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Early Childhood - Play-based learning, visual supports, choices, adaptive seating, alternative tasks

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Collaborative Posters (Page 86)- useful all learners at all levels and holds everyone accountable.

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Book Clubs pg. 93

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Allow students to choose their group members. If a group's choices in partners raises concerns, then it is a focus group with an adult.

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Use of Google forms for check ins on group work and dynamics.

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5 guided questions from Frey & Fisher (pg. 100)

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Instead of asking for volunteers, using the Wheel of Names to choose random students and keep all engaged.

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Use a Padlet instead of getting everyone's individual answers linearly.

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Use a Padlet instead of getting everyone's individual answers linearly.

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Using the 5 Guided Questions to design the assessment of their learning. Page 100

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Using the 5 Guided Questions to design the assessment of their learning. Page 100

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Rotating use of roles and responsibilities so students take on different tasks. Pages 78-79

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Accountable Talk with questions for discussion and understand what was being taught.

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Everyone is responsible for a part and brings it back to the group. Pages 90-91

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Work for sharing information and engaging ideas pg 80

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Work for sharing information and engaging ideas pg 80

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Technical educational pathway uses "virtual opinion stations" to provoke discussions. These can get students engaging faster because they worry less about predjudices/biases as well as implied opinions from other students.

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Scaffolding -- note taking sheets, checklists, language frames (p.84)

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Scaffolding -- note taking sheets, checklists, language frames (p.84)

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Identifying and modeling what is means to be part of an active student learning community. (Page 76 to 79)

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Page 77- Allow students the time to discuss what success criteria for the assignment looks like and explore their confidence level around achieving the criteria.

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For one of my social skills groups I pair students together to complete a challenge together.  There is a new challenge each week that they need to work together to complete.  

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For one of my social skills groups I pair students together to complete a challenge together.  There is a new challenge each week that they need to work together to complete.  

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Early Childhood - Play skills/schemes are increasing, peer relationships forming, increased use of language, improved SEL abilities

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Early Childhood - Play skills/schemes are increasing, peer relationships forming, increased use of language, improved SEL abilities

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Students were able to complete the task, quiz, project, or other assessment piece successfully after working collaboratively with their groups.

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Students take upon roles and often work together to act out and learn about real events. This helps get everyone involved and engaged.

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Can a group of students summarize, generate questions, clarify and predict based on collaborative efforts (p. 87)

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Vertical Surface Work throughout math class

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Using the Roundtable Template as a talking point for collaborative learning and engagement.

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Students can make posters with their partner on the subject they just learned. A helpful tool to guide students who might not know what they are doing

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Page 78- Encourage students to seek feedback and support from peers. Build a culture where it good to ask questions.

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Work in time during class to check in with each group to see progress/ help if needed.

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This hits all learning types and making sure that all students in the group are participating.

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When students are able to predict what they know, it allows teacher to assess prior knowledge and misconceptions. It also allows students to activate prior knowledge in a less stressful situation.

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Providing leveled opportunities to engage across child's school day (e.g., visuals for vocabulary needed during large group participation to support language access)

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(I know this was said in other columns) but having one spokesperson or 1 recorder per group reduces the number of student contacts when trying to get groups to work well.

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Labs at grade level allows students to get hands on experiences with real life connection to the learning outcomes from the class.

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Have students sign up to "be the teacher." The students who sign up become leaders in small groups and lead the group discussions.

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Labs and Simulations pg 96 Students are allowed to create models of natural phenomena which helps them understand the concepts they read about in their textbooks.

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In Social Studies, the teacher can pick one student from each group to share at least one of two things that they are working on.

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Page 86 - Have students work with their peers to create visual displays that will help them make connections between ideas and information.

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pgs. 76-77: Creating Supportive Relational Conditions

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pgs. 76-77: Creating Supportive Relational Conditions

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"Instead of waiting for supportive relational condtions to be in place, it's up to the teacher to foster them by creating opportunities for students to regularly work together."

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Letting them know you are going to call on them ahead of time

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Letting them know you are going to call on them ahead of time

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In an effort to boost confidence, if you know a student has the correct answer let them know ahead of time that you are going to call on them.

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"Can every member of the group do this assessment task in a meaningful way?" Ensures that all students remain accountable.