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Check out the Total Participation Techniques that take little or no advanced prep on slide 6 of this presentation. There's a description of each activity in the following slides.

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Bethlehem Area School District: 404 Error

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Here is reflection template taken from a 7th grade classroom in Massachusetts. To read more about how teacher Kathy Murphy and her school are using collaborative problem solving, read her story here on Edutopia.

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Check out these group work role cards with step by step instructions for students. These were created by 7th grade teacher, Kathy Murphy from Massachusetts. To learn more about how her school uses collaborative problem solving read her story here on Edutopia.

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This Collaborative Learning Guide from the Illinois State Board of Education lays out great examples of different student roles and expectations as well as sentence starters to facilitate cooperative class discussions.

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Using FlipGrid to give short but effective feedback

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Using FlipGrid to give short but effective feedback

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"Flipgrid is a video response platform where educators can have online video discussions with students or other educators. Teachers can provide feedback to students AND better yet students can provide feedback to one another." Check out several ways to use Flipgrid in your classroom below!

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You have probably heard of Flipgrid and have seen tons of people sharing their experiences using it on social media. It seems that people all over the world have been using Flipgrid in all sorts of creative ways.

Flipgrid is a video response platform where educators can have online video discussions with students or other educators. Teachers can provide feedback to students AND better yet students can provide feedback to one another.
The best part? Flipgrid is completely FREE!
My first experience with Flipgrid was back in early 2017 in our weekly #Ditchbook Twitter chat where a group of educators from all over the country shared ideas and inspire one another online. Since then I have had the opportunity to use Flipgrid with students, administrators, as well as other educators in workshops and professional development sessions.

Each time I introduce it the reaction is always the same, "Wow! There are so many ways to use this tool. I can't wait to try it out in my class!".

But don't take my word for it, check it out and try it yourself!

In this post you will find over 50 ideas and ready-to-use Flipgrid activities for your class. You can use the quick navigation box below to jump to any section or scroll through the post to find something that you can use in your class tomorrow!

Getting started with Flipgrid

Getting started with Flipgrid is easy. As a teacher you can sign up (see the steps below) and start creating your grids and topics right away. Students and participants don't need an account, they will simply use the code you provide to log in and start recording!

The Flipgrid Getting Started Guide

Want even MORE assistance bringing Flipgrid to your classroom? Check out their onboarding webinar or visit the updated help center that to get up and running in no time!

Flipgrid conversation starters from the Disco Library

Flipgrid understands the power of community and educators connecting and becoming better together. The "Disco Library" tab at the top of your Educator Dashboard and you will find over 20,000 Flipgrid topics ready for you to add to your Grids. Once you select a Topic to add you will have an opportunity to update and make any changes to the Topic before it is added to your grid.

Below you will find six popular topics from the Disco Library that can help your students get started using Flipgrid in a fun and easy way. Just click on the button Don't see a topic you like? There are lots more here.

50+ Flipgrid activities for your class

English Language Arts

Ready-to-use ELA activities from the Flipgrid Disco Library

Reflect and assess with Flipgrid

Flipgrid Math activities

Ready-to-use math activities from the Flipgrid Disco Library

Science and Social Studies

Ready-to-use science activities from the Flipgrid Disco Library

Creating a community

Ready-to-use community building activities from the Flipgrid Disco Library

Flipgrid beyond the classroom

Conversations about race, equity and justice from the Flipgrid Disco Library

Appsmash with Flipgrid

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Flipgrid for ALL! 50+ ways to use Flipgrid in your class

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You have probably heard of Flipgrid and have seen tons of people sharing their experiences using it on social media. It seems that people all over the world have been using Flipgrid in all sorts of creative ways. Flipgrid is a video response platform where educators can have online video discussions with students or other educators.

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The blog below by author John Orr. explains how using Two Truths and a Lie can get open-ended discussions going quickly. Its geared towards math but could be adapted for other subjects.

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During these last few days of class we have been completing problem after problem to prepare for our exams. I wanted to start class off with a different question than "What problems should we take up?"

I've used and played the game Two Truths and One Lie as an ice breaker before (first read about it in Marian Small & Amy Lin's book More Good Questions) and it popped into my head when I read this weeks blog post from ExploreMTBos.wordpress.com. Having students develop two truths and one lie about a math concept seemed super intriguing. The openness of this task made me eager to see what they would come up with. It would give my huge insight to what they know and what we would need to work on too.

This image was waiting for my 10th grade class when they came in.

They worked in pairs as a team to develop the truths and lie. I overheard great discussions on what should be considered truth and how to choose a lie. I loved the variety of what they chose. No two groups had the same.

Here is one:

After writing their statements on a sticky note they were to trade stickies with another group and identify which statements were true and which was the lie. This was the best part! They were competitive. I overheard groups saying "prove it" or "show why that's true". They were demanding each other to see work and evidence. They weren't accepting guesses! The vocabulary was amazing too. Afterward I had them all write their truths and lies up on the board. We went through each statement discussing the strategies needed to verify.

I also ran the same activity in my 12th grade Advanced Functions class. Here was their function:

and their stickies:

Afterward I asked the class what we could do to make the activity better. Here are some suggestions I'll try next time.

A point should be awarded for getting the two truths and a lie correct and not for "stumping" another group.

Each group should get their own function to create statements for. Then in each match the opposing team would have to verify everything. Lots of practice and lots more variety.

We ended up giving a point to groups who found errors in another groups statements.

Also thinking of putting a question like this on my next assessment/test. Have the student write and indicate which is the truth and which is the lie. Or give 3 statements and have them generate a graph or equation where two statements are true and the other is a lie.

If you have any other suggestions on how to change/modify this activity I'd love to hear about them.

Continue reading about 4 Ways To Use Two Truths & One Lie in ANY Math Class

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During these last few days of class we have been completing problem after problem to prepare for our exams. I wanted to start class off with a different question than "What problems should we take up?"

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Open ended warm-up or exit tickets to spark class discussions. 

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Open ended warm-up or exit tickets to spark class discussions. 

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Try using a Google form at the beginning of class to ask a question. Look at the instant results as a class (without showing names) and discuss the findings.

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Using Padlet or other online forums to post responses so that students have more time to process. 

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Using Padlet or other online forums to post responses so that students have more time to process. 

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Below is an activity done in a special education geometry classroom. Students wrote their own logic statements, posted them to Padlet and then paired up to write the different logic forms of their partner's statement. This was used as a formative assessment.

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Use station rotations to check in with small groups of students.

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Use station rotations to check in with small groups of students.

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Below is short video of secondary school teacher Caitlin Tucker and a brief explanation of why and how to implement a station rotation model.

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How and Why to Integrate Station Rotation into Your Classroom

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Explain to students the difference between fixed and growth mindset. 

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Explain to students the difference between fixed and growth mindset. 

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It might be worth taking the time at some point in the year to introduce students students to the difference between fixed and growth mindset. Check out this great intro lesson from TedEd.

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Want to know more? Check out these two videos:
Carol Dweck: http://www.ted.com/talks/carol_dweck_the_power_of_...
Eduardo Briceno: http://youtu.be/pN34FNbOKXc

Here is one of many great graphics:
http://slandete.tumblr.com/post/96299712345/growth...

There is no shortage of outstanding graphics and posters with examples of growth vs fixed mindset statements, examples, and tips. A simple google image search would yield hundreds of results! Better yet, maybe you could make your own!

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Growth Mindset vs Fixed Mindset: An Introduction

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Want to know more? Check out these two videos: Carol Dweck: http://www.ted.com/talks/carol_dweck_the_power_of_... Eduardo Briceno: http://youtu.be/pN34FNbOKXc Here is one of many great graphics: http://slandete.tumblr.com/post/96299712345/growth... There is no shortage of outstanding graphics and posters with examples of growth vs fixed mindset statements, examples, and tips. A simple google image search would yield hundreds of results!

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Talk to your SBTS or Librarian. They are a great resource to use!

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Talk to your SBTS or Librarian. They are a great resource to use!

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After participating in an exciting webinar on Libraries, Technology, and Implementing Common Core provided by AASL, I began to think about how the role of the school-based media specialist is evolving. The implementation of the Common Core State Standards (CCSS) and rapid integration of technology in schools around the country has created a shift in instructional design and practice. I have found the most valuable school-based resource for brainstorming, discussing, planning and implementing anything to do with technology has been my school's media specialist. Following are a few ways that your media specialist could help you, and how the CCSS has impacted their roles.

Tech Talks

Effectively incorporating technology in the classroom can be extremely rewarding. Ineffectively done, it can be a complete disaster. When our school first went wireless, I tried to develop online resources and activities on my own. I was looking at digital learning from a traditional point of view where the teacher develops most (if not all) of the activities completed by students.

I remember going to the media center to make copies one morning, and our media specialist asked how things were going with BYOD. I began to explain some of our successes and struggles with technology. She immediately asked how she could help and was even willing to come into my class to assist with integration.

From this first conversation, we began weekly discussions that soon turned into daily talks about technology. We are both passionate about technology in education, and our 10-20 minute conversations became frequent after-school meetings with various content teachers. We would spend the majority of our time brainstorming ways to integrate technology throughout the school to effectively enhance learning of the Common Core.

Media Specialist = CCSS Instructional Leader

If you've read the CCSS, you know there is a major focus on developing curriculum that supports the college and career readiness of students nationwide. These standards encourage creative inquiry and deep research skills that students will need for their post-secondary education or career.

With a strong background in research methods and instructional resources, a media specialist is a great candidate to support effective CCSS integration in classrooms. The AASL states:

School librarians are uniquely positioned to influence and implement many of the school-wide goals and initiatives to ensure that all students are college and career ready, because they work across grade levels and across the disciplines.

Media specialists could essentially become the resident "go to" person for teachers with questions on blending technology and Common Core-infused lessons.

To increase communication with all stakeholders, I'd recommend using Google Drive to share ideas and build a strong digital professional learning community. Share your thoughts and ideas on social media to increase articulation with other educational leaders.

Moving Forward

I've always seen the media specialists as the Swiss army knife of any school. I remember my elementary school media specialist helping me check out my first book and also introducing me to the original Oregon Trail game on a vintage Apple desktop. (I always tried to ford the river even though she told me to just pay the ferry. I still have nightmares.) Media specialists are an amazing building-level resource for anyone that takes the time to collaborate with them. Talk with your media specialist:

If you are struggling with ways to encourage effective and efficient research methods.

If you are curious about how to incorporate technology appropriately.

If you are just looking to spark up a great conversation about digital learning.

As technology becomes more integrated into the learning environment, I believe we will see a shift in the role of our school-based media specialists. Maybe you've already experienced this shift and would be willing to share your thoughts in the comments section below.

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The Shift: Media Specialists and the Common Core | Edutopia

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After participating in an exciting webinar on Libraries, Technology, and Implementing Common Core provided by AASL, I began to think about how the role of the school-based media specialist is evolving. The implementation of the Common Core State Standards (CCSS) and rapid integration of technology in schools around the country has created a shift in instructional design and practice.

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Bring in experts to make the learning experience and discussions more authentic

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Bring in experts to make the learning experience and discussions more authentic

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Here are some tips for how to create partnerships in the community.

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Crellin first developed the idea of learning partners several years ago when teachers realized that they might need some help with the school's stream cleanup and reclamation project. After students had wondered why the water in the stream behind the school was orange, teachers and administrators learned that the discoloration was due to the area's history as a mining town. So Crellin set about cleaning up the land as a schoolwide project to turn it into an outdoor learning lab. But they came up against some questions along the way.

"I don't have a degree in science," Dana McCauley, Crellin principal, explains. "My teachers aren't experts in science."

This was the point when the school brought in some local professionals and parents as advisors. It was extremely helpful for the teachers, but what they didn't expect was how much their students embraced the learning. McCauley vividly remembers when she and her staff started working with outside experts.

"They began team-teaching with us," she says. "This just took the walls of the school down and opened it up to the community. Then the community became sort of the schoolyard, and everybody could come in."

As Crellin began inviting more and more people into the school, the idea of learning partners was born.

Involving the Community

McCauley suggests these steps for anyone who wants to bring learning partners into the school or classroom:

1. Start Asking for Help

When Crellin first began using learning partners, they did a lot of asking. McCauley talked to community members, parents, people at conferences, and local businesses. She looked for people who could help with certain lessons in which teachers wanted extra support, or subject areas where the kids had a lot of interest.

"If the kids are expressing an interest in the birds that they're seeing in the schoolyard, and the teacher doesn't know anything about them, that's when you go to the bird club," says McCauley. "We're always looking for people who can teach us all something, kids and teachers alike."

McCauley and her teachers still seek to meet specific needs, but they found that once they began opening their doors to the community, more and more people came to those doors offering to help.

2. Realize Everyone Has Something to Offer

Some of the learning partners that come to Crellin are chemists, engineers, or even an occasional rocket scientist, but you don't have to be a professional scientist to help students learn. Crellin teachers and staff believe that everyone has something to teach others, a philosophy that helps make people comfortable approaching the school.

"Some of our dads are construction workers," says McCauley. "When we need a composter built, or we need some kind of work like that done, we can call those dads, and they become the experts."

Past learning partners have included locals who found a beehive on their property and brought it in to show kindergarten students (sans bees, of course); and a stay-at-home mom who is passionate about cooking and healthy eating, and teaches students about culinary arts and creating healthy meals from what grows in the school's garden.

"There's something here for everyone," observes McCauley. "Actually, there's something in every school for everyone. You just have to build those relationships, and you'll learn what somebody has to offer."

3. Make It Fun

Learning partners are not paid for coming to the school and have to make time for it in their schedule. Crellin recognizes this and works hard to make sure that their learning partners feel appreciated and valued by both students and teachers.

"Crellin goes out of the way to make you feel appreciated," says Dave Miller, a Crellin learning partner. "They go out of their way not to waste my time. I don't feel there's one minute of time I spend here or prepping that isn't valuable."

Learning partner Sarah Deacon agrees. "This is the highlight of my week when I get to come here," she says. "I get to share things that I love and I'm really passionate about with an audience that's very appreciative."

Often she can visit only once or twice a week, yet the school works to accommodate her schedule. Making partners feel valued and their team-teaching experience enjoyable keeps them coming back.

Making Teaching a Partnership

Learning partners can lighten a teacher's considerable workload.

"I think a lot of teachers feel like, because they're the teacher, they have to know everything about everything," says second-grade teacher Carrie Hordubay. "That's really a hard burden to bear. I certainly don't know everything."

Fifth-grade teacher Brittany German agrees, saying the pressure can stifle teachers from asking for help.

"I think at first it was like, 'Oh, my goodness, I can't say I don't know this. This is fifth grade material,'" she says. "But after a while, we all realized we just can't be experts at everything, and in order to give the kids what's best, partnering is the way we can do it."

However, while learning partners are helpful in easing a teacher's burden, they aren't meant to take the teacher's place for an hour or two. Instead, the relationship is a partnership. While the partner's job is to bring in the content expertise, the teacher's job is making the curricular ties to what the partner wants to share. This involves planning ahead of time via phone, email, or in person so that the teacher can learn what content will be delivered and work with the partner to make those curricular connections.

Teachers also use their expertise in working with students to shape the delivery in a way that's best suited for the grade level or class. German cites a recent example of a learning partner who wanted to teach her fifth grade class about how different birds' beaks can tell us what they eat and where their habitats are. She was able to fold that into her lesson to connect the experience to learning objectives.

"Say the learning partner is talking and uses a new vocabulary word," says German. "The teacher sees the look on the kids' faces and can say, 'Wait a minute. Let's talk about those vocabulary words.'" In this way, the teacher is paying attention to the big picture, and helping to guide the lesson by filling in the gaps to make sure that the students are learning.

Being Flexible

Working with learning partners means working around their schedule, McCauley says. Whether that means shifting class schedules or moving a morning activity to afternoon, it's absolutely essential to making these partnerships possible.

"We're blessed to have people who want to come in and spend time with us, so we have to be extremely flexible," says McCauley, who sees flexibility as the school's responsibility, "because they are giving us a gift of time, and time is a precious, precious gift, and we value it."

Crellin teachers acknowledge that this kind of flexibility means surrendering a little bit of control -- control of their class schedule, of what the partners are going to say next, of their room, and of their time, since they may often have to return a learning partner's email or a phone call. But while German admits it can be hard to let go of some of that, she doesn't feel like she's giving up anything at all.

"Oh, no, you're not giving up any curriculum time, no, no, no," insists the fifth-grade teacher. "You're not giving up anything -- you're gaining so much. Those kids are learning. They're learning math. They're learning science. They're learning reading. They're going to write and reflect on all those wonderful things that they've learned. They're not missing any instruction. They're actually gaining instruction because all of these things are coming at them at one time, and they're learning it all together."

Other Benefits Beyond Curriculum

While all the teachers at Crellin agree that the learning partners help their students with mastery of and engagement in the content, they also see other benefits:

1. Students See the Relevance of Their Learning

Through the learning partners, students begin to see that what they're learning can influence their future -- the partners model how learning doesn't stop. So a project with a sundial, for example, helps them understand a math class emphasis on protractors and angles. They're grasping the connectedness of the subject areas.

2. Students Develop Self-Confidence

Interacting with adults other than their teachers gives students additional confidence and poise. "I've seen them grow academically, but also as people, with the way they present themselves when they ask questions from adults," German says. She credits the learning partners with helping students practice developing their verbal communication skills.

3. Students Come Into Contact With Role Models

When students see professionals using the skills that they're learning in school and having successful careers with them, it's a powerful motivator and influence. "They see Sarah Deacon as really fantastic," says Hordubay. "They see her as incredibly smart. They like that she is a girl, and a scientist, and she's doing all these things that they like to do at school. They see her doing all these fun things as a profession."

Resources

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Using Community Experts to Extend Teaching

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Crellin first developed the idea of learning partners several years ago when teachers realized that they might need some help with the school's stream cleanup and reclamation project. After students had wondered why the water in the stream behind the school was orange, teachers and administrators learned that the discoloration was due to the area's history as a mining town.

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Create student playlists to provide a checklist for students. 

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Create student playlists to provide a checklist for students. 

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Listen to this podcast from Cult of Pedagogy to learn more about how Playlists work and hear some examples.

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Listen to my interview with Tracy Enos or read the transcript here.

In our never-ending quest to find better ways to differentiate and personalize instruction for students, we have plenty of options. I covered a lot of the basics in my Differentiation Starter Kit. Then last year we learned how math teacher Natalie McCutchen manages a self-paced classroom. And for ESL students, there are the Can-Do Descriptors.

Now, Rhode Island teacher Tracy Enos shares her system for customizing instruction to meet the needs of every student. She calls it a playlist, an individualized digital assignment chart that students work through at their own pace.

First, consider what we usually do: When planning a typical unit of instruction, teachers map out a series of lessons to deliver, assignments for students to complete, and some kind of final assessment at the end. They might share this plan with students, but then the execution is done by the teacher: The teacher delivers the lessons, tells students when to do the assignments, and guides students toward the final assessment.

With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. With the learning plan in hand, students work through the lessons and assignments at their own pace. And because each student has her own digital copy of the playlist (delivered through a system like Google Classroom), the teacher can customize the list to meet each student's needs.

"A playlist is basically like a road map," Enos explains. "I started using them in my classroom when I looked at my room full of 26 students and I saw the variety in their abilities. I knew I needed something different so that I could meet the needs of each one of those kids. Instead of just saying, 'OK, everybody, we're going to work on this lesson today,' I needed to individualize it so that different kids are working on things that they needed."

The term playlist, by the way, was coined by one of Enos' colleagues, math teacher Jason Appel.

Here are screenshots of three sample playlists from Enos's class. If you click on each one, you'll be taken to the full version to view in Google Docs. Although these examples come from a language arts class, Enos feels strongly that the playlist concept could be used in any content area.

Argument Writing Playlist

The first playlist is for a unit on argument writing. What you see here is just the first few tasks; there are 19 on the full playlist.

In the first column, Enos simply names the task. The second column provides specific instructions for the task. The third column is set up for students to record any notes they have about the task, and the fourth is where students record the date they completed the task.

Although much of the playlist will be exactly the same for each student, especially for the first few tasks, individual tasks can be customized to meet individual needs. Because the playlist is stored in digital form, the teacher can go into each student's playlist at any time and make adjustments as needed.

In addition to adjusting certain tasks, Enos also builds space in each playlist for purely individualized tasks. If we look further down her playlist, we see that tasks #14 and #15 have been left open for individualized focus revision activities, to be determined after the student has written her draft:

Enos does place occasional hard deadlines into her playlists; item 13 above has a date assigned to it. Although students are allowed to complete the work before the deadline, having this task pinned to a specific date helps prevent students from getting too far off track from each other.

Parts of Speech Playlist

This next one is from a unit designed to review the parts of speech. Notice that some of the tasks are quite simple and quick: Students just need to log on to a certain platform, create an account, or join an online group. This makes the playlist a practical tool as well as a good instructional vehicle: One place to keep learning tasks AND the kinds of housekeeping items that accompany most units. And breaking units into smaller tasks gives students a feeling of accomplishment as they move through each item.

To see the full version of this playlist, click the image below:

Again, the "Directions" column allows for maximum flexibility. The teacher can add tech tips, reminders, or any other information that might help student complete the task more smoothly. And if this is done in digital form, the teacher can easily add tips, links, or other comments at any time, making the playlist a living document.

Book Club Playlist

The final example is a playlist created for a unit on dystopian fiction, in which students participated in book clubs.

Notice that the playlist also includes checkpoints, where students must touch base with their teacher before moving on. These can be built in at any point for any reason, such as making sure students have completed key housekeeping tasks (like in the example above) or having the teacher review a draft for quality.

Many of the tasks in the playlist will ultimately result in the student submitting work through Google Classroom, or they might require a paper submission in a class that hasn't gone quite so digital. In fact, the whole system could be done on paper-one look at how student learning is managed in a Montessori classroom and you'll see how that can work. What's key is that students work through the list on their own, which frees the teacher up to spend more time working one-on-one with students.

If students are truly working at their own pace, wouldn't that mean some are way ahead, even finished with a unit, while others drag way behind? Setting a few hard deadlines (as shown in the argument writing playlist) can help keep the pacing from spiraling too far out of whack, but if our goal is true individualization, then we shouldn't want everyone to be too closely aligned.

This can be managed on a day-to-day basis. Students who are taking longer to master key tasks will likely get more one-on-one assistance from the teacher or be placed in groups to help them. Those who finish the required material quickly can be given enrichment tasks that take the learning to more advanced levels.

Homework also takes on a different role in a class that uses playlists: Because students work through the playlists on their own, they decide whether they get homework or not. If a student is moving through a playlist quickly, they may not have a need to spend extra time on the work at home. Conversely, if a student finds he needs extra help in class, he may decide to catch up on a few videos at home.

For a more in-depth exploration of playlists, listen to my podcast interview with Tracy Enos using the player above or by listening on iTunes or Stitcher (for Android). If you have questions, ask them in the comments below and I'll have Tracy come over and answer them. And if you have used a system that's similar to playlists, please share your experiences in the comments so we can all learn together.♦

There's a lot more where this came from.
Join the Cult of Pedagogy mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll get access to my members-only library of free downloadable resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading. If you are already a subscriber and want this resource, just check your most recent email for a link to the Members-Only Library-it's in there!

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Using Playlists to Differentiate Instruction

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Want better differentiation? Learn how to use this simple method for providing students with customized plans for working through a unit of study.

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Give examples of how to compromise when sharing ideas and give examples of good peer feedback

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Give examples of how to compromise when sharing ideas and give examples of good peer feedback

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Here's a list of sample Classroom Ground rules for class discussions that could be modified for different classes.

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To promote an environment of inclusion and respect for all contributions
Developed in collaboration with the Washington University Standing Committee on Facilitating Inclusive Classrooms
Establishing ground rules for classroom interactions and discussions can help to promote an inclusive learning environment for all participants. Such ground rules are especially important when discussing controversial or otherwise challenging topics. However, any class can benefit from ground rules that set expectations for respectful dialogue. Establishing such ground rules at the start of the semester provides a common framework that will be very helpful if it becomes necessary to talk with the class, or with individual students, about any conduct that could be negatively affecting the learning environment.

If you have a small class (e.g. 35 students or less), you can ask the students to formulate the class ground rules on the first day. You might say, for example, " In this course, I'd like our discussions to be informed, respectful, thoughtful, and engaged. What are the ground rules we should follow to make this happen?" Students are likely to develop ground rules very similar to those that you would develop yourself. However, if they have a hand in developing these ground rules, students will be more motivated to stick to them throughout the semester.

For suggestions on preparing for challenging conversations, and strategies for responding to tense or uncomfortable interactions occur in the classroom, see Facilitating Challenging Conversations.
Sample Classroom Groundrules
(may be adapted for different courses, levels, topics etc.)

Show respect for others as individuals by learning and using their preferred names and pronouns. (Preferred Name Policy, Tips for Faculty)

Respect the speaker, even when you do not agree with or respect the point the speaker is making.

Listen carefully; do not interrupt-even when you are excited to respond.

Try not to generalize about groups (even groups with which you identify) and do not ask another person to speak as a representative of a group.

Keep an open mind-enter the classroom dialogue with the expectation of learning something new. Look forward to learning about-and being challenged by-ideas, questions, and points of view that are different than your own.

Do not "monopolize" the conversation; give others a chance to contribute to the discussion.

Support an atmosphere of learning and growth. Approach discussion as a means to "think out loud." Allow others (as well as yourself) to revise and clarify ideas and positions in response to new information and insights.

Bring out ideas, perspectives, or solutions that you think are not yet represented or haven't yet been adequately discussed.

Support your arguments with evidence. Be honest when you are not sure if you have enough evidence to make a strong argument or when your thoughts about a topic are still speculative or exploratory.

Try not to make assumptions; ask questions to learn more about other perspectives, especially those that are different from your own.

Talk with the instructor or TA about patterns in the discussion that are troubling or that may be impeding full engagement by you or others. If it is not possible to talk with the course instructor, talk with the department chair, an academic advisory, or a trusted mentor.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. © 2009, Washington University.

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To promote an environment of inclusion and respect for all contributions Developed in collaboration with the Washington University Standing Committee on Facilitating Inclusive Classrooms Establishing ground rules for classroom interactions and discussions can help to promote an inclusive learning environment for all participants. Such ground rules are especially important when discussing controversial or otherwise challenging topics.

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Kahoot to gather opinions quickly and discuss results. 

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Kahoot to gather opinions quickly and discuss results. 

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There are tons of pre-made formative quizzes on Kahoot across content areas that can be used to get instant from students and start discussions. Visit their site to start exploring.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Below is a list of articles and resources to get started with Project Based Learning in the classroom.

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Are you ready to move from theory into practice with PBL? Then our courses and workshops are for you.

We offer a variety of workshops and support services for teachers, school and district leaders, and instructional coaches to get started with Project Based Learning.

We're here for you! See our health statement

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Are you ready to move from theory into practice with PBL? Then our courses and workshops are for you. We offer a variety of workshops and support services for teachers, school and district leaders, and instructional coaches to get started with Project Based Learning. We're here for you!

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Screencastify as a tool for communication. 

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Screencastify as a tool for communication. 

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Take a look at these 50 ways to use Screencastify in the classroom!

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Below is an example of how students used Explain Everything to record their steps for Simplifying Rational Expressions in Algebra 2. The problems were posted to Padlet and shared with the class as a resource while studying for a Unit Quiz.

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We often have group norms we follow in our own teacher collaborative teams or classes. Try discussing norms for working in a group at the beginning of the year and posting them in the classroom as a reminder. Here's an example from bloggers "Having Fun in Middle School" found on Teachers pay Teachers.

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This poster helps show students exactly what they should be doing during group work.

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Jigsaw activities can be used to assign each student in a group a specific area to become an "expert" in and then share back with the group. Here is an article detailing the steps for implementing Jigsaws effectively.

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Following the steps below will help you design an effective jigsaw. Download a document with these steps. (Acrobat (PDF) 124kB Feb22 09) Step 1: Divide the class into teams of three to five people. Step 2: Devise ...

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Check out this list of tech platforms/tools from Common Sense Education.

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Best Student-Collaboration Tools | Common Sense Education

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Best Student-Collaboration Tools is a list of 32 apps, games, and websites curated by Common Sense Education editors.

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Below is a list of resources from Edutopia explaining the benefits and providing tools for the guided inquiry model.

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Resources and Downloads to Facilitate Inquiry-Based Learning

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Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems.