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Jump in reading-  The students like this one the best so far, as  a whole group reading strategy.
Tag Reading-  I like this one, but I think it makes kids a little nervous for some weird reason.
Buddy Reading-  I am using this a lot.  The kids like it.

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I used jump in to warm students up before a test. One student starts playing the test line, and others can jump in and take over whenever they want.  It got the class listening carefully and paying attention to their rhythm as they tried to jump in at the right time. Students who were less confident didn't have to play solo in front of the class, but were still following along.

I wouldn't recommend doing this with unfamiliar music or difficult text. They need to be able to fit into the pulse set by the other student. For music, I told them to fade out as they heard another student play instead of cutting right off, so we wouldn't have an awkward moment between them.

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After completing a financial literacy simulation, students needed to take their experiences and have deeper discussions about them. We did Mix-Pair Share in class where I had several content related questions presented to them and they stood up, found a partner, discussed a questions and voted for their answer (in this case one finger for True and two fingers for False). They had to discuss with their partner to make sure they were both in agreement. Then I played some music for 10 seconds, just enough time to find another partner for them to discuss the next question with.

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I am not sure this one has a true CLR name... maybe it does and I am not aware?!

As part of our math review, each table group was assigned a different question. The groups were in charge of explaining how to solve the problem to the rest of the class.

The next day, I took groups who wanted to volunteer since it was our first time trying it.
In the 3 hours, almost ALL groups wanted to volunteer to explain the problem to the class.

I felt our review was so discussion-based... it was awesome!

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I'm not sure where this one fits. When we're working on a line of music that is hard and we have to repeat it a lot, I like to divide the class into groups and assign each group measures to play.  For instance, girls play m. 1, boys m. 2, girls m. 3... It helps the kids not get lost and not get as bored with all the repeats.

Using "somebody who," I changed up the groups. Those who have a dog are group 1, those who have cats group 2, those with no pets group 3, etc.

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I've been using silent appointment for quite a while, but at Riverside I added the option for the kids to choose a teacher or volunteer as their partner.  This gave me the chance to catch the eye of students who needed extra TLC so I could work 1:1 with them.

I also noticed that kids who were tired of working with the same friend gave a little head shake when their friend tried to pick them again, and they chose someone else instead. It was a nice way for them to silently decline.

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Stand and Deliver

This response protocol I used for students to share differences and similarities of different letterheads they found online. I asked them to find another partner away from the table they were sitting at, find a letterhead example, compare it to the example of the Friedell letterhead and share their evidence of how the one they found is same or different than the Friedell one.

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Sentence stems to help student discussions.

Google slide to display for students: https://docs.google.com/presentation/d/1iROqc_7AE6Ftuf6yPrec6HVRuBDEf1UCCEA_fayPfNU/edit?usp=drivesdk

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Protocol Direction Slides to use in class with students! Yes!

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Here is a PDF and the Google version of Discussion Diamond. https://docs.google.com/presentation/d/187LADCuhfaRVAfv-cB1__0TgjEr3ovkQiQcnofx8xy8/edit?usp=sharing

Directions: A group of 4 all reads a part of a text individually and records key information/notes on their portion. They share their part with the group and then come up with a summary of the entire text together in the middle. As a group, they create a jingle, skit, cheer, Tweet, etc. so show their understanding.

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I tried a variation of the huddle today. I asked those who were confident in a new piece to spread out around the room, and then had the rest of the class huddle around one of these experts.

Benefits:  students are more engaged when learning from peers, and it allowed more individualized help. I was able to stand back and observe students, so I could see which ones will still need more follow-up with me.

What I'd change: make sure to teach kids how to teach/practice first. Some groups did great, and some just played through the song and left the struggling students behind.

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Teacher Read Aloud/Fill in the Blank Reading

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Teacher Read Aloud/Fill in the Blank Reading

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The chapter section we read was about the Mill Girls of Lowell. Since these children were young and had to produce a lot of textile products, I had students read all the numbers that appeared in the text. I gave them a chance to scan through the text to prepare them. I modeled fluent reading and clearly paused for students to fill in the pauses with their voices. If I heard only a few voices, I had them try again as a whole class
-Chhunn.

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So far I have used snow balls, turn and talks, graffiti talks, campfire chats as well as take one get one. I usually use these before work time and also during work time. It seems as though students stay more focused on their work when it is broken up into smaller time frames and the students are also more time efficient.

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So far I have used snow balls, turn and talks, graffiti talks, campfire chats as well as take one get one. I usually use these before work time and also during work time. It seems as though students stay more focused on their work when it is broken up into smaller time frames and the students are also more time efficient.

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Musical Shares question to create a class playlist

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Musical Shares question to create a class playlist

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I asked my students this question on the beginning of class survey to create a class playlist.
Most of the songs were on Amazon or Spotify and I actually liked most of them plus i added a few.
What is your theme song? Think about the music you enjoy. Choose one song as your "anthem." Make sure it's representative of you! Tell me the...
Song Title:
Lyrics that represent you:
Artist:
Explanation of why it represents you:
We can use this to make a class playlist!

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While building catapults for accuracy I asked each group to stand and present to the class how their contraption works and what they would rate on a scale of 1-5. I also asked them to comment on improvements they would be making.
Before work time on the project started I let them know they'd be accountable for this toward the end of the class.

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A great way for students to understand and know the learning target is to use the Fill in the Blank Reading. I’ll write the learning target on the board using two colors. Some words will be in one color that I as the teacher will read, and rest of the words will be in another color that the students will read. I try to have all the words in the target that are part of academic language as words that the students read.

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Call back idea...  I sometimes felt that using the same one would start to become ineffective.  I have recently tried using a call back that ties to the lesson and the kids have loved it.  For example, “I say Bill, you say Nye”.  Students have enjoyed the change up.

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Call back idea...  I sometimes felt that using the same one would start to become ineffective.  I have recently tried using a call back that ties to the lesson and the kids have loved it.  For example, “I say Bill, you say Nye”.  Students have enjoyed the change up.

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Monnetie

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I used musical shares with a vocab strategy. I had music play when students needed to move to a new station. I had to clarify with students that they needed to keep moving until the music stopped.

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Read Aloud: https://docs.google.com/document/d/1vkVpiLQEANTN0jI8gGZY6UVd1BJ0z90qSGaR1Y13jTs/edit?usp=sharing

Vocab: https://docs.google.com/document/d/1LM6tFtEO82g9eQkpc3kdLiSj_uP8ifBq-1ruGvlUi94/edit?usp=sharing

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Response, Discussion, & Movement Protocols - Spinners & Cheat Sheet

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Response, Discussion, & Movement Protocols - Spinners & Cheat Sheet

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Response Spinner: https://www.classtools.net/random-name-picker/3_dhXZUW

Discussion Spinner: https://www.classtools.net/random-name-picker/67_gCYZDG

Movement Spinner: https://www.classtools.net/random-name-picker/58_WN35SB

Sheet describing all protocols: https://docs.google.com/document/d/1g0QziHEE2fNR0wUas_2TOi0WCzH7dsbHO6GeMsByqfg/edit?usp=sharing

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Not sure what the actual strategy is or would be called or if I'm just making it up, but students needed to act out with body motion a positive behavior they would do for each of the 6 types of health (7th grade).
In 8th grade, students needed to act out what they would do for the protective factors.

Students did this individually, but all together at the same time, after they discussed with a peer what they would do.

Abby Siems

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I used hand motions with words to explain the different types of strokes and causes at HS.  Students had to mirror my actions and words to learn the info.  Later that hour, unprompted when we reviewed the two types and causes, the majority of the students did the corresponding hand motions.

Abby Siems

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I created a three column chart that had solids, liquids and gasses heading the columns.  I put a visual timer on the board for three minutes.  Students brainstormed with their table groups anything they knew about these three states of matter.  After three minutes, I called a card suit (hearts, diamonds, spades, clubs).  That person from each table stood and shared one fact about solids.  The goal was that we could get different facts shared around the room.  We repeated this for liquids and gasses.  I did this as an introduction to a chapter without discussing what it was about or even the title of the chapter.  It was fun to hear many unique facts about solids, liquids and gasses.

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Students brainstormed a science topic and then when I played music, they milled around until the music stopped.  They shared with the closest person to them.  I then played music again and repeated this twice.  They couldn't share with the same person twice.  They enjoyed the movement and were connecting their thoughts as they shared.

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I used compass buddies to make arranging into partners simpler and quicker. It was also a really great way for students to review their cardinal directions. To extend- I could eventually have students add names onto the intermediate directions

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I also had the kids work in pairs then fours PU-PU (is that right)  to share and discuss the rock cycle.  then had longest hair kiddos stand in each group.  we started sharing about the rock cycle starting at one point and then the student chose the next person to share what will happen next.  Used academic language.  Did this twice because there are different pathways.

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I also had the kids work in pairs then fours PU-PU (is that right)  to share and discuss the rock cycle.  then had longest hair kiddos stand in each group.  we started sharing about the rock cycle starting at one point and then the student chose the next person to share what will happen next.  Used academic language.  Did this twice because there are different pathways.

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Rhonda

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After having a conversation with Colleen today. I tried the structured work time.  We had 8 minutes to use so we made goals and went to work then shared with our partners.  The kids really worked hard to achieve their goals.  I liked it and will try again.

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After having a conversation with Colleen today. I tried the structured work time.  We had 8 minutes to use so we made goals and went to work then shared with our partners.  The kids really worked hard to achieve their goals.  I liked it and will try again.

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rhonda

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Instead of a written reflection, I turned it into carousel brainstorm.  I created stations at chart papers.  Some asked questions, some asked kids to give compliments to peers, and one asked them to set a goal in google keep.  At the end, I used a random draw to ask students to share out. Kids were engaged and interacting, but I ran into an issue that the different stations took different amounts of time.

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Here is the slide to have structured work time: https://docs.google.com/presentation/d/1h6A0LAax5v2nxk-CK971ed1JEQdIGDfmj6FK3u8TPMk/edit?usp=drivesdk

From COLLEEN -> She added 3 timers so you can pick 5 min, 10 min., or 15 min. THANK YOU!!

She also mentioned you need to find the sweet spot. 10 min. may be too long or too short. Each class is different.
https://docs.google.com/presentation/d/1znrPHels3NKoK0h5oiLwo0dha-sVj0W6tFUGmDdK63k/edit?usp=sharing

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Megan Bonin-  I use the Random Name Picker to check in with students after the weekend.  This is just one way I make personal connections.  

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Megan Bonin-  I use the Random Name Picker to check in with students after the weekend.  This is just one way I make personal connections.  

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Transitions...

Time to/Move

Bring it/Back

Ready Set/You Bet

Focus or Listen/Up (students bang on desk twice and clap)

Hola Hola/ Coca Cola

(Clap Clap Snap)/(Clap Clap Snap)

Ready to Rock/Ready to Roll

Chicka Chicka/ Boom Boom

Baby Shark/Doo doo doo doo doo or Baby Shark/Do do your homework!

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50 fun call-and-response ideas to get students' attention

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Call-and-response is a time-tested technique for getting attention. Instead of repeating yourself, train students to respond to a fun statement!

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From Cult of Pedagogy blog....students must converse with 75% of the class during a unit and record a summary of their discussion.

Structure this by providing sentence stems, key higher- level questions, modeling, and behavior expectations. - LW

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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From Stacy!!😁

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Here is a slide to help you articulate to students why they are participating in different strategies during class.

https://docs.google.com/presentation/d/1ftY71X9Jn_EO6_4R0AmNmC9VbitJzXTSUbgEtUmUivg/edit?usp=sharing

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Stacy has started a repository of icons and visually appealing slides to help students (and staff) know expectations, remember the strategies, and encourage talking!

Daily Agenda: https://docs.google.com/presentation/d/11Vb9T4KkhSZNjzNto5m7WqzBCkzuNkmzYkM0donFO3M/edit?usp=sharing

Here are the exit directions: https://docs.google.com/presentation/d/1viuR9-jRChl1JSUDmIQUZXY7nCUOYSsIQHCRfK2wUDY/edit?usp=sharing

Thanks, Stacy!

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I have done this with learning targets and will now do it with theorems in Geometry.

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I do a variation of this (usually combined with Pick a Stick). I give them an example to do. When they finish doing it on their own, they compare answers with the person next to them (which gives them more confidence to share their answer) and I call on one of the pair to share answer and solution with the class (usually by drawing their stick).

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I have been using this strategy for many years. When I ask questions, when they do an example, or anytime I want to call on someone for something.

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I tried out call and response but put a little wrinkle on it. I had the class come up with their own call and responses and I picked the one that I liked best. It was "I say Mr. Robinson and you say- Is the best". Once we established it and tested it. I asked the students to self select the loudest and most obnoxious student and they would be the person to start the call and response. I would give them a signal when I wanted them to start it. This worked well because you MUST be loud in the gym because there is so much space and sound doesn't travel well. I ended up using the student multiple times throughout the class and the students responded well. They seemed to like that it was a student leading the charge instead of me.

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I used silent appointment for finding partners and then small group sharing. This allowed all students to have their voice heard. As I checked in with students, they were engaged in dialogue. The strategy did promote students chatting with different peers as I told them their silent partner needed to be across the room. :)

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I used silent appointment for finding partners in a game called steal the bacon.  I had the students use eye contact with someone they would like to team up with.  I was hoping this would eliminate the "I don't have a partner" issue that I often run into but it didn't go completely as I had hoped.  I still had the same one or two students come up to me and say they could not find a partner.  I also had an odd number so that didn't help.  I do see how does work but I need more practice.

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Call and Response - I say Kapish, you say Kaposh if students understand lesson content. If they are silent, I check in with them to see how I can help them understand.

Silent Appointment- students from different teams used eye contact to find a partner and then shared and reflected on what they learned from their teams in terms of strategies (what worked and what didn't).

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I used this as a review activity and it worked great! The students wrote down a question and answer on the notecard. They then used the standup/handup/pairup strategy of finding a partner. Once they found their partner they high fived one another and then shared. They exchanged cards and we continued this for 3 rounds. Then we entered into a whole class discussion to clear up any wrong answers given but also to make connections on similar questions and topics.

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Joe used this to help teach the students how to do a silent appointment. Ha!

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We drew sticks to select students to share AFTER they had a chance to discuss with a partner/group. They appreciated having the opportunity to talk first and then share an idea either they had or one someone else had.

Stand Up/Pair Up for movement; students seemed more energized and engaged after this short movement

Call and response - Bring it-Back; love how this connects with ENVoY and bringing students back together.

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While subbing for a fellow 21st Century Tech teacher at Kellogg I used Quiz Quiz trade after a lesson on exploring and learning the ribbon features at the top of Microsoft Word. Students did a series of formatting exercises using all the ribbon features, then for Quiz Quiz Trade, they wrote a formatting command on notecard and the silent appt partner had to draw the icon they would use to fit the formatting command.

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I used the highlighted choral reading for my learning objectives for the day.

I did cold-call, but next time I will have them pass it on.

I'm planning a Quiz-Quiz-Trade next week when we review fractions.

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1. I used a Hot Seat to have a student list one thing we need to do to clean up at the end of class then a pass it on.

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1. I used a Hot Seat to have a student list one thing we need to do to clean up at the end of class then a pass it on.

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I had students make a silent appointment to pair up and watch a video of how to code with a Sphero.
I had them give the silent partner a nod then greet them with an old school high five.

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1) I used the highlighted choral reading for my learning objectives for the day.
2) Silent Appointment- went well in general, only 2 people without a partner.
3) We showed some love when the class immediately responded to Freeze Body:)

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When the learning target is in Spanish, I often ask students to listen and repeat. It helps with their pronunciation and memory (because they follow my gestures associated with words; plus they are reading, listening and speaking). Students then interpret the objective.

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Kristi got great ideas from asking her students for Call & Response suggestions! - Willis

"Holy Moly - Guacamole"

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Using a strategy within 72 hours of PD will help solidify learning. :)

Tell us a CLR strategy you tried and how it went. Super simple and quick!