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Working in Groups
-Brainstorm with students what good group interactions look and sound like
show video of positive and negative group interactions
-use Ipad to show classroom groups working well together and show class
-have students analyse the video
-make a list of positive group interactions/behaviours
-Devise an Essential Agreement of Positive Group Interactions that the whole class agrees to.
-Formative: Student Self-Reflections based on the Essential Agreements written in Checklist Format
-Teacher Observations of groups

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Students have learned all about healthy choices. There is a surprise snack where they have to choose which snack they want. When they reflect on why they chose it and how it is going to be a good choice for their body.
In their reflections we are looking for the reasons that they chose what they did (informed choice) and the knowledge they have learned to help them make the choice.

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Guide students in understanding which tasks should take priority over others. Model to student how they should plan to complete their assignments and help them set goals for how much time they should spend on each part of a task.
Example: You have 60 minutes to complete the assignment. Discuss with students how much time you should spend brainstorming, preparing to complete the task and doing your project.

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-Students have won a million dollars
-They need to draw, describe, and break down the costs of what they would spend the money on
-They will need to effectively complete the 3 tasks without putting too much time into one specific portion of the activity
-Make sure the students know that all of the tasks should be completed within the hour and that it is up to them how they use their time
-After, discuss as a class where they spent most of their time (drawing, explaining, or breaking down the costs) and if they spent too much time on one portion
-Use a pie chart to show how much time was used for each part of the activity

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Organisation

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- This could be introduced at the start of the year.
- To teach students about personal space during mat time.
- Start out an activity with students sitting very close to each other and get feedback about what they felt and whether they enjoyed sitting too close to each other.
- Then they have to do the same thing sitting on the mat, but this time has their arms on their hips to automatically make space between each student. Again, they will discuss about what they felt and whether they enjoyed sitting close to each other or have a little space between each other.
- Teacher observes their ability to sit on the mat with appropriate space between them and take notes while observing.

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Cutting (sewing, holding brush, holding a pencil)

Stations (labeled as fine motor skill station) with different activities of varying degree of difficulty

Students who struggle, teacher can go in and teach them skills to help them adapt and complete the task

Students choose a station where to start depending on their level of comfort and then move along the stations to one where they feel challenged

Students will reflect on how they felt in the beginning vs how they felt after, how did they get themselves out of the pit, etc

Formative assessment through teacher observation, teacher can help identify students that need extra support

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Knowing and applying appropriate rules or operating procedures of groups of people. 

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Knowing and applying appropriate rules or operating procedures of groups of people. 

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Create a challenge that the students will be very into and have there be a time constraint.  There must be some silly or abnormal rules designed specifically to make completing this challenge more difficult (inhibit the smooth process of completing the challenge).

Look for: students who follow the rules and encourage/remind others to do the same.  Students who are more focused on getting the job done and ignoring the rules will need reminders that they must complete the challenge within the parameters of the challenge – otherwise they are not successful. Watch to see if this realisation effects their adherence to the rules/approach to the challenge as they continue.

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Self-management Skills (Thomas and Maxine)

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Self-management Skills (Thomas and Maxine)

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Maxine and I thought about working on time-management skills by creating a timed scavenger hunt. This could be related to any content. In groups they would have to work together to meet the time requirements. After they finish they could do a reflection on what they did well and how they could do better next time. The formative assessment would be fully completing the task in the time allowed paired with the reflection.

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Safety and codes of behaviour(Erin and Kyoung Eun)             In small groups provide children with old or broken appliances, (such as a toaster or coffee maker), a collection of tools, (screwdrivers, etc.)

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Safety and codes of behaviour(Erin and Kyoung Eun)             In small groups provide children with old or broken appliances, (such as a toaster or coffee maker), a collection of tools, (screwdrivers, etc.)

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Children work together to disassemble the appliances. Teacher observes and takes notes.
Reflect with students about the self-management skills they needed to demonstrate in order to be effective at this task.

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Codes of Behaviour: Knowing and applying appropriate rules or operating procedures of groups of people. (You are able to behave in different situations. You know the rules and essential agreements and stick to them.)

Formative Assessment:
Checklist: (Look for/Ask for)
What are the expectations in this scenario?
What does codes of behaviour:
Look like?
Sound like?
Feel like?
(Have a big piece of chart paper in the classrooms with the shape of a Y) - chart)

o   Some scenarios will be positive, some negative and students need to figure it out for themselves.

Learning Engagement:
Scenarios: (Each classroom is a different scenario set up)
Each scenario would have different questions for the students in that particular classroom.

1.       Working in a group at school:
#1: You are working in a group, and one member wanders away. What do you do?
#2: You or one of your group members gets into an argument, what do you do?

2.     Cafeteria/Hallways:

#1: There is a lot of food left on the table when you are leaving. What do you do?
#2: How do you behave in a cafeteria? Walk? Run?

3.     Field Trip:

#1: You are away from home for the first time. What happens if you feel: ___________?
#2: How does your teacher feel, when you are not following directions on the field trip?

4.     In their community: ex: the mall, grocery store, etc.:

#1: What should your voice/speaking volume be when out in public? (mall, grocery store, etc.)
#2: What if you need to get by a stranger? What do you do? Do you push past them? Hit them? Scream at them? Say excuse me? Tap them lightly and gesture politely that you need to get by?

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Children spent 1-2 hours to do exercise.

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Escape Room Challenge

Self-Reflection & Assessment

What helped you achieve your goal or move forward in the game?  What skills did you use?

What was surprising to you?

What did you learn about your teammates?

If you were to do it again, how could you work more effectively and efficiently?

Looking for:

-listening to others

-using the strengths of team

-adapting

-working cooperatively towards a common goal

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- Students will rotate though scenarios that the students could find themselves in during lunch/ recess/ outside of school ect.

- At each station/ scenario students will brainstorm what course of action they would take and why they would choose that action to solve the particular problem.

- Students will do a self- reflection about their own choices they make to solve problems.

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Learning and researching healthy ingredients in food items

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-Ask students: What are social skills. What do good social skills look like? What do negative social skills look like?
-Are social skills the same across all situations? How do they differ?
-Break up students in groups based on what happens in a typical classroom and assign each group a  scenerio i.e. sharing materials, using the beanbag chair, how to talk to the teacher, etc
-have students in each group devise a role play and act out the social skill in a positive way and a negative way in front of the class or on video.
-Have students devise a list of Essential Agreements that focus on  the important social skills in the classroom.

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Brainstorm what it means, looks like, sounds like with grandparents, parents, friends.
Role play situations
At the end of each day have them do a reflection on whether or not they practiced it and how they showed it?

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Pass-it-on
Teacher will communicate a message to a group of students. Those students have to use their listening skills to make sure they understand the message and communicate it effectively to a second group of students. That second group will pass it on to a third group of students and so on.
The assessment will be for the last group of students to relay back the message and see how its changed from the original

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Divid the students into groups of 4.  Each student would have a specific role, which is displayed on a card.  On the back of the card there is a job description.  The four roles are time keeper, manager, scribe, and presenter.  They are then given a task to do (varies based on UOI/math etc.).  Each member must contribute and the next time you get into a group they must choose a new role.
Formative Assessment:
Following the activity they would self and peer evaluate the members of their group.  Can have success criteria written on the cards for students to see what a successful role looks/sounds like to help with self and peer evaluating.

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Give a task for the children to experience the different culture. Showing respect to others' beliefs, viewpoints, religions and ideas by appropriate ways.
formative assessment: give students scenarios to discuss how they show respect to others.

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create conflict scenarios and encourage students to find a solution that is fair, appropriate and agreeable. Have them identify their responsibly in this situation. Discuss afterwards and build of a bank of ideas of how to resolve such conflicts.

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Learning Engagements: Give students conflict scenarios to discuss how they would resolve the conflict presented by the scenarios. Formative Assessment - Choose a scenario of conflict that happened in the day and then students can draw or write about how they resolved the conflict. ** Kelso's Choice Wheel could be an option to bring into the classroom for students to refer to when they need to make a choice on how to resolve a conflict. We believe for students to master the skill, it needs to be an ongoing observation throughout the year and not a one off task to assess them. Also throughout the year, every time a student encounters a conflict, we can discuss with them if they can identify the conflict and the resolution.

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Ask participants to point their index fingers and hold their arms out. Lay the Helium Stick down on their fingers. Get the group to adjust their finger heights until the Helium Stick is horizontal and everyone's index fingers are touching the stick. Explain that the challenge is to lower the Helium Stick to the ground.

Formative: Record the video and reflect on how they did, what they could do better. Students could use the visible thinking strategy Think, Puzzle, Explore and attempt to do the activity again. Repeat the process as many times as need until they can be successful.

A final reflection: I used to think, Now I think

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-There are 4 in a group for a building challenge
-A visualizer, communicator, supervisor, and builder
-Visualiser: Look at the display and communicate orientation of objects to the communicator
-Communicator: Has only a mental picture and must communicate to the supervisor
-Supervisor: Can only use non-verbal cues to confirm the objects the builder is moving
-Builder: Must put the objects in the same orientation as the visualiser saw with only non-verbal commands from the supervisor
-Each group member has a specific role that they are responsible for
-At the end of class, everyone can discuss the importance of each role and ow they helped accomplish the task

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Learning Engagement: K5 conducts  a research by interviewing Grade 2 students. Small groups from each class come together. K5 students ask questions that they have formulated to the Grade 2's. Using an iPad they document their research finding. During the course of this project they will need to demonstrate the skills for cooperation. Teachers observe students' cooperation skills and keep anecdotal records. After the task, teacher will guide students to explicitly reflect on social skills needed.

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-  Students will complete a challenge (flip cups over using an elastic and string). The teacher will record the student doing the task, so students can watch the video and reflect on how they cooperated with their group members.

- After students watch and discuss the video they will set individual goals for how they can improve their social skills.

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Give an important or exciting task to a small group. One member can not talk /partake in the discussion of the task. Their job is to listen, perhaps record and then summarise at the end (perhaps report to the group or teacher with regards to how the discussion went). They will then be asked to reflect on how it felt, what they learned, etc. during the time they were focused on attentive listening and not participating/communicating.

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- Before starting this activity, students have already known what does a human body look like.
- Students chose different instruments to represent the different parts of a human body.
- Students will take their own instruments and help each other put instruments at different spots to become one human body.
- Teachers will observe and record this working process.

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Students are divided into groups. Each group is given a bucket filled with water, an empty bucket and a bottle drilled with holes in it. The goal is to transfer the water to the empty bucket using the bottle provided. Students were told that they would encounter a problem and they had to use their communication skills to solve and conquer the problem. Students engage in reflection time afterwards about how effectively they communicated and worked together as a team to achieve the goal.
Formative Assessment: Checklist on different skills exhibited and students reflection.

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Social Skills:

Accepting Responsibility: Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility.

Formative Assessment/Learning Engagement:

§  Class Jobs:

o   Brainstorming jobs together as a class (Start of the year)

o   Responsibilities

§  Mentoring for the next week:

o   Students write a job description of their particular class job, and share it with the next week’s pick.

o   Students then write what is something they accomplished that week and one change they would make “I was really happy when I helped this student…”

o   Class Jobs (Ideas:

§  Mediator/Problem Solver

§  Bathroom monitor

§  Time Manager: Scheduling

§  Line up monitor

§  Caboose: End of the line

§  Librarian/Book Ninja

§  Class Organization

§  Distributor (passing out/collecting)

§  Super side kick (teacher’s assistant)

§  Line Leader

§  Sub (fill in when someone is sick in that job)

§  Captain Power: Electricity: Lights, AC, Computers, etc.

§  Reminder: Reminds students to bring water bottles home

§  Twitter Board (Gr4)

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During a group activity, alotting different roles and responsibility to the students such as Leader, time keeper, watcher, communicator. For the next part of the engagement the students are given a choice to choose for themselves who would swap roles within the group.
Formative Assessment: Observation and Anecdotal Records.

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VTS Stations Related to a Theme
Suggested Resource: https://vtshome.org/

Students examine images guided by open-ended questions (could modify this by holding a gallery walk and having students rotate independently to post their response and comment on another students response)

Students adopt different roles and engage in think, pair, share with different groups

At the end bring it all together to compare our learning

Reflection & Assessment

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Thick vs. Thin Questions - Introduce students to what a thick and thin question is based on the T Chart created (see below). Put up a picture and model what it would look like to ask a thick question about the picture or a thin question. After doing this a few times over a few days, we could have the students write one question about an artefact that's brought into the classroom, and have themselves self-assess based on a rubric created for thick and thin questions. This could be a rubric that they go back to throughout the unit or year to see how their questions are evolving.

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Students need to choose a topic to gather data about and design a survey question based on it (ex. if the topic is eating healthy, a question might be what types of healthy food do you eat?).
Students then need to decide how they are going to get results for their questions (survey in person or online (use primary data) and then go out and collect their responses.
To assess their ability to collect data we will know they have mastered the skill if they are able to
plan, organize and carry out the task by visually presenting their results (poster, graphs, ppt, setting a healthy table).

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(Lexuan and Jenny B)
Assign one broad topic (ex. Children's Music) to the whole class and let them come up with a question to research on related to this topic.
Formative assessment:
Provide them with criteria in checklist form to determine whether or not the question is a good research question ex. Are there multiple answers to the question, not just yes or no? Can they use different resources or references to find the answer to their question, not just the internet? What resources could they use to find the answer? Is it something they are really interested in, not just a question easy to answer?

Another formative assessment: Peer Evaluation -
Their chosen questions could be written on a post-it-note and they're all placed on the wall; then the whole class looks at the questions and provide feedback on whether or not the research questions are formulated well.

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To begin, have students select a research topic that they feel they can conduct within the school.

APK: Have students work in groups to generate what are some ways in which research is presented (i.e. charts, graphs, online, in books, excel, seesaw, padlet, etc.) to determine how much how they know.

Present several platforms for students to choose from and allow them to work together as a group to determine which platform is best suited for their data and goals. They can make a list of pros and cons for each one.

Students need to make a justification as to why this platform is the best method to present their findings (i.e. intended audience, topic, context, purpose, aesthetics).

Students present their findings using the selected platform as well as their justifications.
https://knowhownonprofit.org/how-to/how-to-present-research-findings

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Learning Engagement: Students will choose an endangered animal and research interesting facts about the animal, the diet, the habitat, reasons the animals are endangered and actions people take to help them. Templates for each category will be provided for the students.
Formative assessment: Creating a non-fiction booklet on endangered animals.

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In small groups students will be given a receipt from a grocery store.  These receipts would be from different kinds of people from different places in the world.  (Example.  Single male/female, small family, large family, different cultures, single parents, heterosexual/homosexual etc)
Students are asked to list everything they think they know from these receipts. They are asked to analyze/interpret this data, draw conclusions about this 'person' and then present their findings.

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- Class discussion about thick and thin questions. A thin question is easy to answer with a yes or no response or a simple google search. A thick question requires extensive research and there could me many possible answers.

- Teacher or students could bring in an interesting object from home. In groups, students will work on asking thick and thin questions about that object.

- Students could extend the activity by researching the questions they had about the object.

- Teachers will observe and give feedback to students on the depth of their questioning.

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Research Skills:

Collecting Data:Gathering information from a variety of first- and second-hand sources such as maps, surveys, direct observation, books, films, people, museums and ICT.

Recording Data: Describing and recording observations by drawing, note taking, making charts, tallying, writing statements.

Formative Assessment:

§  Checklist:

1.       Do students have a question? Yes/No

2.     Have students collected data through direct observation? Yes/No

3.     Have students clearly recorded sufficient data to answer their question? Yes/No

Learning Engagement:

§  Prior Knowledge of Data: Think-pair-share: What does data mean?

§  All together: brainstorm all the different ways that a person could collect data

§  Teacher says: “We are going to go for a walk in the neighbourhood. Create a survey question on what you could answer by collecting data.”

§  Students work in pairs or groups of three to create a question, then walk around the neighbourhood and collect data.

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Students are given a task of finding out the color that is most used or liked by all. They have to collect data and support their findings by giving evidence of the different sources that they are collecting from. Students would also go through a checklist of each step in the process of Research so that they understand the different skills and processes involved in research.

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-Collecting data from family (interview, questions, family tree, photos, etc.); images and books representing diverse cultural histories; technology (providing a selection of sites for younger students)

-Using their senses to interpret a memory; questioning strategies and reflection

-Record details and create a plan for their artwork in their sketchbook and be able to explain findings when prompted

-Organizing and presenting their findings through artwork/symbols and oral explanation

-Comparing their artwork with peers to deepen understanding

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In order to use senses to pay close attention to relevant details provide children with a variety of sensory experiences.

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Students have to apply their theoretical knowledge to play their instrument and interpreting what they have learnt and applying that skill to the playing of the instrument.
Formative Assessment: To be able to play a specific piece of music employing the theoretical application.

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Give the students a scenario or debatable question such as; Should students wear school uniforms? Students need to look at both points of view and construct and argument from each point based on the knowledge they gain.

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Look at life from an animal's perspective (ex. a pet dog); give a particular scenario (ex. take a favourite toy away from a dog)

Formative assessments:
Make a comic strip of how a dog shows what he's thinking about, how he's feeling, etc.
Take pictures of animals and interpret what they are trying to say and compare it to human emotions - how does an animal and a human/person show joy, happiness, fear, anger, etc. (this is also to teach empathy); how are they different/the same in expressing emotions?

Other learning engagements:
Looking at history from a tree's perspective over different eras;
Or experiencing a place from a long-time resident's perspective, from a visitor's perspective, and a refugee's point of view

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Tug of War thinking routine.
Students are asked to justify if a Dog or a Cat would make a good pet.
They have to construct their arguments and support it with reasoning. In the process of doing this routine, they are listening to other perspectives, constructing  and adapting their arguments and realizing that people have different and valuable points of view.
Formative Assessment: Being able to verbalize their thoughts and support with reason

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Learning engagement: Students work in two groups and sort different forms of communication to verbal and non-verbal communication. They provide reasons when they sort the words and put it in a suitable category. There are times when they need to come to a consensus and/or accept each other's point of view.

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- The teacher can read a book to the class and stop part way through the story. At this point students can pair up to check their comprehension with a partner. After that, the students will share what they understood from the story so far with the class.

- The teacher will model to the students how to improve their own comprehension when listening or reading a story.

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Project-based
Students will create a game. To make the game students will explore story-telling, art and design, visual storyboarding, mood, user experience