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How can we use creativity to influence others?

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How can we use creativity to influence others?

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We can write ideas to innovate the school.

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SRC is where we can give suggestions

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Students shoud choice there own classes because they can find the right class for them every day ,but a teacher have to chek it

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Think before you raise your hand to speak

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Think before you raise your hand to speak

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Get a time with your buddies and let them do what they want but they have to be sensible

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when we have free time we get to make a choice on what we do but they are all related

to what we are learning

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To choose what to learn we can expand our learning

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Year 6 can make their own lines of inquiry (not that I'm year 6)

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We contribute learning with our friend s and classmates

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We contribute learning with our friend s and classmates

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If we do good, we can get an award

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Every Thursday, my class needs to take care of our buddys..

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Get a class novel and read it all together and discuss it

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we talk to our friends or teachers of what our opinions are

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Us students askes askes question is because we have a wondrening box in our class and asking question is allways in your live.

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In Y4 Personal Growth Project, we can choose what to do in the next few weeks and try to improve on it

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We have choices sometimes to work in pairs or independently.

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they should be able to have agnecy

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A week before graduation, we have to do our exhibition

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Exhibitions

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We can have posters that show our learning

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we have genius hour if we are nice

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Have fun but learning classes

E.G- math<math games

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We have golden time if we behave nicely.

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We learn and contribute with our buddies

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When year 5 did market day we had to learn about profit and loss & supply and demand and then when the parents came in we needed to share what we had learnt and what struggles we faced

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we make votes in our class on what we want to do

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we make good choices but not silly choices

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have a debate after school class

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We can contrinute to the learning community wit our buddies.

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we can have a group on each table to share ideas and then share like 3 ideas to the class

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A strategy for giving students explicit feedback on group interactions promotes participation and collaboration.

Today, students in my Integrated Math 1 Support Class are taking a group quiz. As they work together, I overhear them say things like "I think we need to combine like terms" and "Did you multiply to get 3x squared?" and respectfully correct one another by saying, "I think it should be negative since it's a negative times a positive."

What distinguishes today from yesterday? This is the first time I've used the group feedback strategy with these students, and in a matter of minutes, it's made a world of difference.

Collaborative learning allows students to solve problems, construct explanations, critique other students' reasoning, and engage in rich academic discourse. But as teachers, we all know how difficult it is to get students to communicate and collaborate. The group feedback strategy can help students learn effective group-level behaviors and understand the interactions you expect. It promotes student participation, collaboration, and equity.

Teachers take public notes while students work in groups. This strategy works for assessments, labs, literature circles, and study groups. You can use this strategy for large or small tasks and remind students of these expectations whenever they work in groups. Here are some ideas for using it in your classroom.

Preplanning

Before starting a task, make sure that students understand your expectations. Give them a list of expected group norms ahead of time. You may want students to (1) ask and answer clarifying questions, (2) share ideas with team members, (3) justify reasoning, and (4) critique and question the reasoning behind team members' perspectives.

During team tests, for example, I want to see students explaining ideas and strategies to one another, leaning in and looking at each other's work, asking questions, respectfully disagreeing with teammates, and working on the same problems at the same time so that various suggestions and strategies can be shared and discussed. I do not want to see students working on problems individually, copying answers from others without understanding the work, or having lengthy off-task conversations.

Implementation

During implementation, display your student feedback to drive student actions. This way, students understand the implications of their actions and words as they work.

Feedback can take many forms. Typing on a document table while projecting it, typing on a designated slide or in the speaker notes section while students collaborate on a virtual assignment, or writing feedback on posters around the room are just a few suggestions. Use color coding, plus or minus signs, and a dynamic grade to help students distinguish between positive and negative feedback. Consider the group's work and their discussions.

Highlight the positive interactions you witness and explain why they are positive as well as who was involved. Recognize students for their valuable contributions, such as clarifying questions or providing a small idea that sparks further discussion. I publicly acknowledged it when a quiet student mentioned a "box" that helped his teammates remember the area model tool. It communicated to the entire group that his comment was valuable and raised the student's standing within the group and in the classroom.

Keep negative remarks to a minimum to highlight and reinforce positive actions. I like to include neutral comments for random things I hear or notice; it's a fun way to connect with students while also letting them know you're paying attention. When a teammate read something in a British accent, I commented. The team laughed and was surprised that I heard it from across the room. The British accent became an inside joke for the rest of the year.

Encourage students to read the comments you provide to their own and other groups for more ideas on how to interact positively. Keep a list of sentence frames or sample feedback handy if you worry about running out of comments.

Debriefing and Grading

Share your feedback with the entire class. Allow them time to read through each group's comments. I also recommend holding a class debriefing discussion the first few times you use this strategy to acclimate the students. During this 5-minute discussion, I usually highlight a positive team point or ask students to share one they will try next time.

Some teachers prefer to give grades, while others prefer to give feedback. I think it's important for teachers to hold students accountable for their collaboration, and I've had more success when group feedback is graded. One idea is to weigh the group task's collaboration score equally with the academic work completed.

Each time I give students a group test, I grade their collaboration and weigh it as 40 to 50 percent of their group test grade. This has inspired both high achievers who usually work alone and low achievers who don't want to let down their teammates.

You could also make this grade dynamic so that students must demonstrate positive collaboration in order to receive full credit, but they can also lose points for negative behaviors.

For example, start all groups with a 6 out of 10 scale that increases by one point for positive comments and decreases by one point for negative comments. Whether or not a grade is assigned, providing feedback and communicating positive collaborative behaviors should always be prioritized.

I recommend implementing this strategy semi-regularly; even once every few months will have a long-term impact on how students collaborate in your classroom.

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A Step-by-Step Guide to Teaching Students to Work in Groups

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A strategy for giving students explicit feedback on group interactions promotes participation and collaboration.

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We share our own understandings by communicating to each other so they can know more about what you know

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Get extra playtime to make the students happier to learn 

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Get extra playtime to make the students happier to learn 

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Students can have an independence time to do there not finished work

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We get to help our buddies with their exhibition.

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we have buddies that we learn with. yr 6 is with yr 3, yr 5 is with yr 1 and year 4 is with yr 2

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Share each other’s ideas

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We need to take care of our buddies

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We write our solos at the end of the unit

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We write our solos at the end of the unit

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We participate in groups and work together

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We take care of are buddy’s

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Small communities like student council , bus monitors , and sports ambassadors all help to make Kennedy a better place

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In cub scouts we go on trips to learn how to survive in the wild

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We can take others ideas to make Kennedy a better place.

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we take care of our buddies (year 3)

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Before we say something, we need to raise our hand.

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we take care of our buddies

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We do what other people say and we can use the idea to share with our class

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We do what other people say and we can use the idea to share with our class

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We often work in groups which means that we have to participate

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Get a fun lesson for participation like a fun game

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When we want to ask a question, we can raise our hands up

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I think src is a really good thing to do and we should continue because teachers and students could combine their ideas. and students will be able to participate in ideas and projects

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At the end of our unit we have to write a SOLO to how we thought we did and what we can do better next time .

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Students ask questions to know more about a specific topic

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We ask questions to teachers or other  students for further understanding

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We ask questions to teachers or other  students for further understanding

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We can ask questions in groups

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we can just raise our hand then we can ask quetions

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We can work in groups

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Influence the teacher

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Students can choose what they want to learn

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We get to pick our passion during exibition.

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we made our own lines of inquiry for our exibitions

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We choose and reflect on our solo

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We make our own lines of inquiry for exhibition

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We can influence people with opinions/choices or presenting our ideas to each other

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They should chose their subjects and what to learn.

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They should chose their subjects and what to learn.

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We can ask other questions to create our own ideas >:)

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We share our ideas with the class

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We can share our opinions with other people you know

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We can share our opinions with other people you know

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During Market day we show the parents our ideas to solving the class main problem

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We made our own lines of inquiry for exhibition

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We ask questions on a board in our playtime if we don’t want to play

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Why don't we have a question box

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we can share our opinions on the board to share with the class

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we make our own lines of inquiry in exhibition so we are pretty good

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we could have a class leader, because they could understand other students more.

and we could have a session where people just basically share opinions like now on the padlet

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we have a wonder board and if we have any questions about the unit we can put them on the wall.

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Maybe the exhibitions can influence different year groups or adults and show our learning by making posters or something like that... :)

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we ask questions and when we read our class novel

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We can ask questions and share our opinions

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We can change the school with our own opinions

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We can discuss our own opinions in class

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We have posters that say whether we are auditory/visual/tactile learners

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In my class we have a box and posted notes

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do you have different units

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We can express our own opinions and share them with our class

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we raise our hand and ask our friends

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we raise our hand and most of the time the teacher accepts it

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We can influence each other to learn more stuff

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We can influence each other to learn more stuff

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We can make our opinions on the suggestion board

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We have a question board in our classroom