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Skill: E.7 • Draw reasonable conclusions and generalizations.
IB Learner Profile Attribute: Knowledgeable, Thinker
Lesson: Show students an image of a person's bedroom. Have students think about the picture and come up with three assumptions about the person who lives there. Have them explain why they think these things are true based on the image.

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Middle School Collaboration
Time Frame: 15 minutes

Learning Objectives:

1. Understand the importance of collaboration.

2. Identify key aspects of effective collaboration.

3. Engage in a brief teamwork activity to demonstrate collaboration skills.

Materials:

1. Whiteboard and markers

2. Timer or stopwatch

3. Puzzles

Introduction:

Start the lesson by explaining the concept of collaboration and why it's important. Discuss how collaboration is essential in school, at home, and in future careers.

Discussion:

Engage the students in a brief discussion about what makes collaboration effective. List key aspects on the whiteboard, such as communication, listening, sharing ideas, and respecting others' opinions.

Activity: Teamwork Challenge:

Divide the class into small groups of 3-4 students each.

Present a simple problem-solving challenge to each group, such as a puzzle or a riddle.

Set a timer for 3-4 minutes and ask each group to work together to solve the challenge. Emphasize the importance of effective communication and teamwork.

Group Sharing :

After the challenge, bring the class back together.

Ask each group to share their experience, highlighting what went well and what challenges they faced. Discuss the importance of teamwork in overcoming obstacles.

Conclusion:

Summarize the key points from the lesson, emphasizing the importance of collaboration and effective communication in everyday life.

Tobin and Piazza (Middle School Science)

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Make a copy of this document to keep track of your revised ATL skills list

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Make a copy of this document to keep track of your revised ATL skills list

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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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1. Read the skills within the ATL skills existing lists.
2. Add additional skills that you feel are programme/age appropriate.
3. Modify any skills from the existing lists in order to make them programme/age appropriate.
4. Mention any skills that you believe should be deleted from the existing list that you feel are not programme/age appropriate.
5. Choose ONE skill from your new list and design a learning activity that will explicitly teach this skill to students, making sure that the activity is interactive and non-content specific. 5. Think of what you would look for in order to analyze the class results in terms of skill mastery or skill deficiency across the class should you teach  this skill. (formative assessment)

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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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Identify obstacles and challenges;
Students will ride bikes on the street in a single file line and the student leader will make decisions that follows the rules of the road. The rules of the road will be presented to the class with a video called Ride safe, ride smart.

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Creating personal symbols  using Color, Symbol, Image (grade 4)

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Practice visible thinking skills and strategies (ELL/Specialist)

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Practice visible thinking skills and strategies (ELL/Specialist)

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Use Visual Thinking Strategies to engage students in content knowledge development in 2-5

Procedure: Practice, "I see', "I think", "I wonder"

1) provide a visually rich image for students to examine (this can be an image intended to support content, or one chosen simply to support the strategy)

2) Provide students with:
-A Moment of Silent Looking

3) Ask Questions (large group or small group)
• What is going on in this picture?
• What did you see that makes you say that?
• What more can you find?

4)
- Acknowledging Responses
• Point and be physically expressive
• Paraphrase each person’s response
• Remain open and accepting of each comment
• Link ideas, both agreements and
disagreements
• Link throughout instead of summarizing at
the end

5)
• Close with comments on the process

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https://www.educationise.com/post/11-activities-that-promote-critical-thinking-in-the-class

https://www.brainpop.com/english/writing/criticalreasoning/

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Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.

1. 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

2. How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

3. 9 Must-Have AI Tools for Teachers to Create Interactive Learning Materials

4. The Future of Education: 8 Predictions for the Next Decade

5. The Latest in EdTech: 5 Innovative Tools and Technologies for the Classroom

6. 8 Free Math Problem Solving Websites and Applications

Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth.

Importance of Acquiring Critical Thinking Skills

Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students. The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Benefits of Critical Thinking Skills in Education

Certain strategies are more eloquent than others in teaching students how to think critically. Encouraging critical thinking in the class is indispensable for the learning and growth of the students. In this way, we can raise a generation of innovators and thinkers rather than followers. Some of the benefits offered by thinking critically in the classroom are given below:

It allows a student to decipher problems and think through the situations in a disciplined and systematic manner

Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas

The student is able to rethink and re-justify his beliefs and ideas based on facts and figures

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success

The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology

The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner

Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 activities that will facilitate you to promote critical thinking abilities in the students.

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources. The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc. Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

It is also one of the classics which can be used in the classroom to encourage critical thinking. Print pictures of objects, animals or concepts and start by telling a unique story about the printed picture. The next student is supposed to continue the story and pass the picture to the other student and so on.

In this activity, you can ask students to identify a real-world problem in their schools, community or city. After the problem is recognized, students should work in teams to come up with the best possible outcome of that problem.

Make groups of three or four in the class. Ask them to drop an egg from a certain height and think of creative ideas to save the egg from breaking. Students can come up with diverse ideas to conserve the egg like a soft-landing material or any other device. Remember that this activity can get chaotic, so select the area in the school that can be cleaned easily afterward and where there are no chances of damaging the school property.

In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science. Encourage students to participate in the debate by expressing their views and ideas on the topic. Conclude the debate with a viable solution or fresh ideas generated during the activity through brainstorming.

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

This project-based learning activity is best for teaching in the engineering class. Divide students into groups. Present a problem to the students and ask them to build a model or simulate a product using computer animations or graphics that will solve the problem. After students are done with building models, each group is supposed to explain their proposed product to the rest of the class. The primary objective of this activity is to promote creative thinking and problem-solving skills among the students.

This activity can be used in computer science, engineering or any of the STEM (Science, Technology, Engineering, Mathematics) classes. Introduce a variety of alternatives such as different formulas for solving the same problem, different computer codes, product designs or distinct explanations of the same topic.

Form groups in the class and ask them to select the best alternative. Each group will then explain its chosen alternative to the rest of the class with reasonable justification of its preference. During the process, the rest of the class can participate by asking questions from the group. This activity is very helpful in nurturing logical thinking and analytical skills among the students.

Present an article from a journal related to any topic that you are teaching. Ask the students to read the article critically and evaluate strengths and weaknesses in the article. Students can write about what they think about the article, any misleading statement or biases of the author and critique it by using their own judgments.

In this way, students can challenge the fallacies and rationality of judgments in the article. Hence, they can use their own thinking to come up with novel ideas pertaining to the topic.

In this activity, students will come up with their own questions. Make pairs or groups in the class and ask the students to discuss the questions together. The activity will be useful if the teacher gives students a topic on which the question should be based.

For example, if the teacher is teaching biology, the questions of the students can be based on reverse osmosis, human heart, respiratory system and so on. This activity drives student engagement and supports higher-order thinking skills among students.

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper. After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

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11 Activities That Promote Critical Thinking In The Class

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What is Critical Thinking? Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe.

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During work place closing teacher identifies a challenge he/she saw during work places.  Students then brainstorm a variety of solutions to this challenge.

Eventually students can identify the challenges for themselves.

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Critical Thinking: Draw Reasonable Conclusions and Generalizations

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Critical Thinking: Draw Reasonable Conclusions and Generalizations

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SEL skills card game:
Review the CASEL capacities (self awareness, self management, social awareness, relationships management, responsible decision making) with students.

To play the game, students have background knowledge of these CASEL areas. They draw a card with a scenario that fits into one of the CASEL area, reads it, and answers the question. For example, "you have had a fight with your friend, how would you work to solve this?"

Debrief: how did we have to think critically to solve the conflicts? What if we didn't think critically and acted quickly to respond? This discussion would be continuous.

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Propose and evaluate a variety of solutions

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Propose and evaluate a variety of solutions

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Size of The Problem Social Skills Lesson

In a small group discuss how we respond to triggers and how our choices can make a problem bigger or smaller, For example, if I tripped on Terri’s backpack when I came into the classroom I might ask her if I could move her backpack to under her desk. Or I might get mad and yell at her that she always keeps her backpack in the way. If I choose the first option I make the problem smaller and if I choose the second option I make the problem bigger.

Ask students to develop ideas of things that might “trigger” them and to come up with possible responses. Students consider the possible options and determine which solution best solves the problem

Students role play scenarios for the class.

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Create original works and ideas; use existing works and ideas in new way

Students will work individually for this experience.

Students will choose an instrument or object to modify. Students may also create an original instrument or invention.

Students will answer questions to create an id of what it looks like, what it sounds like, what its purpose would be.

Students will design/draw their instrument/invention.

Students will then attempt to physically create their objects.

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Post your thinking skill learning engagement under the PYP and MYP thinking skills Google slides. Make sure others can teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Post your thinking skill learning engagement under the PYP and MYP thinking skills Google slides. Make sure others can teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Using See,Think, Wonder to Find Key Words

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Using See,Think, Wonder to Find Key Words

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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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Access information to be informed and to inform others-4th grade (LF)

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Access information to be informed and to inform others-4th grade (LF)

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Community building, research and interviews

After several previous activites about Who We Are students will interview a partner using a frame to collect the information
1. Partners will take turns giving and collection information.

2. Students will take information they collected and write a paragraph to introduce their partner to another group.

3. Students will rotate in groups of two and share what they learned about each other.

4. Follow up- Teacher or student will ask questions to class to see if they can identify each other.

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Use Memory Techniques to Develop Long-term Memory for K-5 Students (MV, PM, CL)

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Use Memory Techniques to Develop Long-term Memory for K-5 Students (MV, PM, CL)

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Lesson: TPR (Total Physical Response) for Vocabulary Memorization
1. Create a list of target vocabulary
2. For each word the teacher introduces, teach the students a related action that shows the intended meaning (for example, "Jump" and the students must jump off the floor).
3. Practice with the teacher doing the actions together as a group with the words spoken aloud.
4. The teacher will say the words aloud and the students will have to show the appropriate action in order to memorize meaning.
5. Formative (peer) assessment: In partner groups, students take turns giving verbal commands and following the instruction by completing the action.  The student giving commands can also evaluate their partner's understanding by giving a thumbs-up or thumbs-down.

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Ancient Civilization Research (2 week student driven project)

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Hey 3rd and 4th Graders- This is a student driven project- you make choices all along the way. Have fun with this. It is meant to take place over a 2-3 weeks. Be curious and be creative.

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The big 6 and Super 3.
https://www.pitt.k12.nc.us/cms/lib6/nc01001178/centricity/domain/34/0910_files/big6andsuper3pdf.pdf

https://eduscapes.com/instruction/inquiry/big6.htm

https://www.youtube.com/watch?v=68j5G757DdU

https://www.youtube.com/watch?v=h5HM8GjQwP8

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Information literacy skills: Data and recording (ELL and Specialist)

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Information literacy skills: Data and recording (ELL and Specialist)

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Students will create a trifold with four areas of data about an animal that interests them.

1) Using a variety of books and a select group of websites,

2) Students will choose their animal after a review of provided materials,

3) Students will describe physical characteristics and investigate the purpose of those features (long arms and fingers on a primate, for example, will allow them to locate and access food and shelter),

3) Students will describe habitats/shelters and investigate the purpose of the features (materials, design and a sheltered location can support the well-bring and safety of an animal),

4) Students will examine family structures and investigate the these features support the well-being of the animal community.

5) Students will describe available and desired food resources and use this information as a class to develop a food web in a later series of lessons.

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Teachers provide a variety of sources for students to interact with rocks:

Books, online resource (pebblego), physical rocks for sensory observation.

Teach key vocabulary of rock characteristics (sedimentary, igneous, metamorphic)

Provide students with graphic organizer or science journal to label physical characteristics of rocks.

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Research: Finding, interpreting, judging, and creating information; Process data and report results

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Research: Finding, interpreting, judging, and creating information; Process data and report results

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Beginning of the year get to know you activity:

Create a data collection document with questions about student's lives (i.e. where were you born, how many people do you live with, do you have a pet, what languages do you speak, favorite food, etc.). Then in small groups, look at the data and look at trends, things in common, etc. Groups will report out things they see in common, trends, etc. This can be extended by then coming up with questions to ask each other about common answers we learn about each other.

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Pebble Go

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Identifying primary and secondary sources
Students in 3rd grade are often asked to evaluate the difference between primary and secondary sources in Social Studies, as well as identifying when what source is needed. The teacher may introduce the concept of primary vs. secondary sources by watching an interview of a first-hand account and then read a newspaper article about the same event. The teacher would then ask the students what was different between the two sources, and organize the responses on an anchor chart. Once this learning engagement is complete, the teacher can go into the ELA guidebook curriculum to the story of Sacagawea via "Lewis and Clark and Me." This book is presented as a secondary source of information about their journey. Next, the diary entry of Lewis can be presented as a primary source of the adventures of the trio. The teacher may ask, "What do you notice that about the point of view in the primary source vs. the secondary source?" Hopefully, the students will recognize that the primary source has first person POV and greater detail, while the secondary source is somewhat removed.

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Post your research skill learning engagement under the PYP and MYP research skills Google slides. Make sure others can teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Post your research skill learning engagement under the PYP and MYP research skills Google slides. Make sure others can teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Interpret and use effectively modes of non-verbal communication

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Interpret and use effectively modes of non-verbal communication

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1. Play look down look up game. Everyone stands in a circle looking down and thinks of a person. When teachers calls to look up students look at the person they were thinking of. If students make eye contact with a peer they sit down. Play continues until just 2 kids are left standing.

2. Debrief game. How did you know someone was thinking of you without using words?

3. Create anchor chart: What are other ways we communicate without using words?

4. What are reasons we would need to communicate without using words?

5. Provide time for students to brainstorm share and practice non-verbal signals

6. Develop a list of agreements of what symbols to use in class to meet needs.

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Give & receive feedback
During morning meeting, closing circle, class dojo "team checks" students have the opportunity to give feedback.

They say: I have some feedback
Everyone responds: Feedback it helps us grow!

Student can give feedback for an individual or to the whole class regarding something they noticed that needs to be improved. Teacher can paraphrase or rephrase as necessary to solidify understanding.

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Working Effectively with Others: Take Responsibility for One's Own Actions

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Working Effectively with Others: Take Responsibility for One's Own Actions

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Beach Ball Game:

1. Students are given the direction to keep the beach ball in the air. They cannot talk to each other.
2. After doing this for a few minutes, stop the activity and regroup. What were the challenges? How can we problem solve? Show a short video of Pixar shorts (i.e. penguins working together to get away from a whale, without talking) and discuss. What did we notice?
3. Talk about the video and personal roles/responsibilities. What is everyone's role in the group/game? How will we communicate effectively with each other by regulating ourselves and communicating with empathy and respect?
4. Play the game again and debrief - how did it go with established group roles? How did we do with support each other when issues arise? Were we effective communicators and caring?

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Give a shout out to yourself or other students in the classroom where you or someone else you witnessed being a example of of one of the learner profile attributes during Specialists.
Collaboration skills: Working effectively with others: Give and receive meaningful feedback; Listen actively to others Perspectives and ideas.
After the formative assessment we added the (small group) shout outs to help include more student share a shout out.

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https://docs.google.com/document/d/1iqjQPWwD12iZM6AAG9mnPlHAKX_jUrAeIBmrO8RA1xQ/edit

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Listen actively to other perspective and ideas:
Partner Turn  &Talk
share with your partner what COOPERATION looks and sounds like in 3rd grade.
both share ideas
share out to group what your partner shared.

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Exchanging information (listen, interpret, speak) (ELL, Specialist, 5th)

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Exchanging information (listen, interpret, speak) (ELL, Specialist, 5th)

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Talking Triangles -with guided support and a gradual release of responsibility-Use Talking Triangles to support turn-taking, student's will rephrase, summarize and add-on/share a connection in response to other students.

1. Using conversation triads and conversation squares if numbers require a group of four,

2. Group students in a triad of peers (a square if necessary for numbers). Students will have a number,

3. Student One will ask a question, Student Two will Listen, Student 3 will summarize,

4. Students will rotate positions and repeat with a new question.

5. Once students are able to complete this procedure using content information, the classroom will move into a deeper stage using Accountable Talk.

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Social Skills: Listen actively to other  perspectives and ideas.

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Post your social or communication skill learning engagement under the PYP and MYP social and communication skills Google slides. Make sure others can teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Post your social or communication skill learning engagement under the PYP and MYP social and communication skills Google slides. Make sure others can teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Skill: Practice analyzing and attributing causes for failure
Learner profile attribute: Principled - working honestly and with integrity
ELA Lesson: Students can practice analyzing and attributing causes for failure by reviewing previous work and coming up with a plan for improvement.
- The teacher can pass back graded assignments for students to review.
- Students look over their returned assignments and identify the following:
1. What section(s) of the rubric did you miss points on? Why?
2. What could you have done instead?
3. For the next assignment, what is a clear, explicit step you could take to improve your grade in this section? Write it as an "I will" statement.
Reflection: students will engage in a  discussion to answer the questions.
- How did we practice analyzing causes for failure?
- How did we attribute causes for failure?
- Why is this skill important?

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Mindfulness Awareness: Practice Focus and Concentration

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Mindfulness Awareness: Practice Focus and Concentration

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Small group instruction 4th/5th Grade: 20 minute activity

1. Intro: define focus/concentration. Watch a video about focus and discuss examples/non-examples. Complete inventory about things that distract us or do not distract us and discuss.

2. Play a group game that requires focus/concentration. Have the group focus on one person and observe them for a minute. That person will leave the room and change one thing about themselves (roll a pant let, switch their shoes, etc.) and come back. The rest of the students will try and determine what is different. Another game option: have one person leave the room, the rest of the room follows the actions of a chosen student in the room (i.e. clapping, snapping, etc.) and the person from the hall comes back in and guesses who the group is following.

3. Debrief: What went well, what was difficult, what strategies can we use to increase our focus? Make a list and have students choose one to try for the next few days.

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Daily Mindfulness Strategies & Implicit Skills

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Daily Mindfulness Strategies & Implicit Skills

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Daily Mindfulness Strategies & Implicit Skills

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Students will make a list of three or more things they can do when they are stuck or don't know what to do.

Students will write about a time that they used a tool to help them with a time they were stuck.

Students will share their strategies with a group of 4 peers.

Students will be given a lego challenge to build the tallest structure they can in 2 minutes. At completion of the challenge, students will share how they used one of their strategies during the strategy.

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Practice delaying gratification (L.M., A.V., M.P.)
(based on the marshmallow experiment)

While handing out materials, you will go through the steps of how to do it in an organized manner so the class is able to quickly get what they need so learning can proceed.

1. Practice strategies to help delay usage of the instrument or other materials.

2.

3.

4.

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Being aware of body-mind connection (L.F.)

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Being aware of body-mind connection (L.F.)

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Students will practice stopping in the middle of an activity.
When given a verbal and visual cue (working toward visual cue only) students will focus with their mind and physically stop what they are working on. Discuss and practice...
Show 5:
1. Stop
2. Look
3. Listen
4. Quiet
5. Still hands/body.

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Copy of Social Skills: Listen actively to other  perspectives and ideas.

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Practice Strategies to Develop Mental Focus for K-5 Students (MV)

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Practice Strategies to Develop Mental Focus for K-5 Students (MV)

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Lesson: The Mindfulness Chime

1. Teacher sits in chair, waits for everyone to show that they are ready THEN chimes the bell.

2. Ask kids where they have heard/seen a similar chime before.  How was it used?

3. Explicitly teach the use of the chime for mindfulness: "Once we are in the circle I will ring the chime.  When you hear the chime, close your eyes.  Open your eyes when you can no longer hear the sound."

4. Have volunteers model.

5. Practice the chime as a group with eyes closed.
6. Fill in a Y-chart with how it looks, sounds and feels when we use the chime for mental focus.

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Mindfulness Unit /Loring 3rd Grade Linda and Joe 

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Mindfulness Unit /Loring 3rd Grade Linda and Joe 

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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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Example of an activity for self-management skills

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Example of an activity for self-management skills

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Mindfulness

Homeroom Activity:
1. Students take 5 deep breaths.
2. Students write down 4 things they notice.
3. 3 things they're grateful for
4. 2 things they're looking forward to.
5. 1 positive self-talk statement.
6. Finally, have students ID a glow and a grow. Then choose which ATL would help them address them.

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MYP and PYP Self-management skills lists

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MYP and PYP Self-management skills lists

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Post your ATL affective skill learning engagement under the PYP and MYP self-management skills Google slides. Make sure others can teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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Post your ATL affective skill learning engagement under the PYP and MYP self-management skills Google slides. Make sure others can teach this skill by using clarity of language and that the ATL skill connection is clear and content free.

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1st Grade
Overcoming impulsivity-blurting
1) Intro Ideas:
-What do you predict this story is going to be about?
-Teacher gives back story/example that draws kids in
2) Read Volcano Mouth as a class
3) Ask: Has anyone ever taken your important words? How did it make you feel? What did Louis do so he did not take other people's words?

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Students use silent signals during discussions(make them up or use sign language):
connection-me too
build off-I want to add something
agree-I agree with the speaker
disagree-I agree with the speaker
question-I have a question

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Practice Strategies to Overcome Distractions 

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Practice Strategies to Overcome Distractions 

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Lesson Plan

Provide instruction in how to avoid distraction

1. Close your eyes and take a deep breath

2. Focus your eyes and body on your work

3. Use self talk

4. Ask classmates to stop (if necessary)

Roleplay distracting scenarios

Working in the hallway and a class walks by

Someone on the carpet is talking

Someone is in your space

You realize there is a toy in your pocket

It starts snowing

etc...

Whole group reflection: Create an anchor chart of things that help overcome distractions