# data[].attributes.body
Learn 4 new collaborative strategies that create safe and inclusive classrooms in which students can increase their Social Emotional Learning (SEL) competencies in the following areas:

1. Identify strengths
2.  Increase self-efficacy

# data[].attributes.body
Helps students increase self-efficacy

# data[].attributes.headline
Youtube Clip:  Freedom Writers Movie Line Game Scene

# data[].attributes.subject
Youtube Clip:  Freedom Writers Movie Line Game Scene

# data[].attributes.attachment_link.readable_text
Turn Off SafeSearch

Turning SafeSearch off may result in the display of Web, Video and Image search results of a mature or sexually explicit nature. By clicking "I Accept," you certify that you are at least 18 years old and agree to the Terms of Service.

Learn more about protecting children online

# data[].attributes.attachment_link.title
freedom writers line game - Yahoo Video Search Results

# data[].attributes.attachment_link.description
Turning SafeSearch off may result in the display of Web, Video and Image search results of a mature or sexually explicit nature. By clicking "I Accept," you certify that you are at least 18 years old and agree to the Terms of Service. Learn more about protecting children online

# data[].attributes.body
Helps students identify strengths

# data[].attributes.body
Helps students increase self-efficacy

# data[].attributes.body
Helps students identify strengths

# data[].attributes.attachment_link.readable_text
Thanks for checking out this post on using "Four Corners" as a cooperative learning activity in the classroom. If you would like to view the other posts in this series of Cooperative Learning Strategies, you can find them here: "Expert Groups," "Q&A Match-Up," and "Circle Chats."

How It Works:

1. Choose four aspects of a topic that your class is currently focusing on.

2. Assign each of these aspects to a corner (or an area) of your room.

3. Present the topic and the four related aspects to the whole group and give the students some "think time."

4. Students can then choose a corner to discuss the topic.

5. Representatives from each corner can share what their respective groups discussed.

Why I Love This:

1. Student Choice: Students LOVE when they are given an opportunity to choose. They feel more empowered and respected, and thus take far more ownership over the outcome of the assignment.

2. Various Perspectives: The students are exposed to many different view-points in their corner, which can lead to great discussion.

3. Easily Prepared: This activity requires very little preparation on the teacher's part. The teacher simply needs to think of four (+/-) areas that he/she would like the students to discuss and then send them on their way.

4. Easy Implementation: This activity can take as little as five minutes and requires no advanced set-up (e.g. chairs set up, group formations, etc.), so teachers can use it instantaneously and then quickly return to the lesson.

# data[].attributes.attachment_link.title
Four Corners: A Cooperative Learning Strategy (Post 4 of 5) * Teacher Thrive

# data[].attributes.attachment_link.description
Thanks for checking out this post on using "Four Corners" as a cooperative learning activity in the classroom. If you would like to view the other posts in this series of Cooperative Learning Strategies, you can find them here: "Expert Groups," "Q&A Match-Up," and "Circle Chats."

# data[].attributes.attachment_link.readable_text
Did you know that everyone is a genius? It's true. You, me, and every child that you teach has a unique talent, skill, or understanding that is unlike anything the world has ever known. Our job as educators is to find and tap into that brilliant genius - both in our students and in ourselves - so that optimal learning can take place. As such, I propose that we all set up a Genius Bar.

What is a Genius Bar?

If you've ever walked into an Apple store, you'll know what a Genius Bar is and where it's located. Generally toward the back of the store, the Genius Bar is the place where you can take your Apple Device if you're having an issue and they will either fix it for you, or send it to someone who can help solve the problem. The people who staff the Genius Bar are typically well-versed in specific areas (for instance, laptop geniuses vs. tablet geniuses) and while they have open times for people to just drop by, you typically need an appointment to see a genius. What if we brought a similar system to a classroom near you?

The Classroom Genius Bar

We could easily extrapolate this model as a way to encourage student problem-solving skills, independent and collaborative creativity, and to showcase each child's own unique talents and skills. By having a classroom genius bar, students could specialize in a type of genius in which they would schedule appointments to help their peers with very specific problems.

Have a talent for understanding algebra and operations? Share your genius at the Classroom Genius Bar with (2) 10 minute appointments each week. Do you struggle with reading fluency? Schedule an appointment with a Peer Genius who specializes in using music to help read. Imagine the autonomy this would provide our students! Think about the possibilities this opens to us as educators - we become facilitators of learning rather than a static talking head. Simultaneously, we empower our students by honoring their own unique genius while providing them with the opportunity to refine their talents for the good of others' learning.

Of course, this requires us as educators to let go of the self-imposed responsibility of providing answers and feedback every time our students struggle. Instead, we create a culture of collaborative learning where students use all resources at their disposal - teacher, student, arts, and technology alike - to drive their own learning.

Setting up your own Genius Bar

A Genius Bar could be in place in any classroom. In the art room, there could be geniuses who specialize in sculpture, photography, drawing, painting, or even the use of texture or color. In the math classroom, there could be geniuses for each cluster: operations and algebra, geometry, numeracy, etc. In a digital media/library classroom, geniuses may focus on searching skills, using the Big 6, or citation and sourcing.

Part of a genius bar in the classroom needs to be fluid to find the unique talents and skills your students bring to the table. Try not to set up the genius bar at the very beginning of school year. Instead, take that valuable time to get to know your students and to discover what natural gifts they could share.

Build the Genius Bar organically. Bring students along for the conversation and ask them where they feel they could contribute to helping their peers learn. Honor their choice; if it turns out this isn't their true genius, go through the discovery process with them - not for them.

Set up appointment times during open classwork time. Yes, it will be noisy, but students will remain on task and engaged. This provides them with brain food that's the equivalent of Miracle-Gro. Give them high-quality instruction (light), multiple ways of learning (water), some space and feed their brains with a sprinkling of genius and your students will grow faster and farther than you've ever thought possible.

# data[].attributes.attachment_link.description
Did you know that everyone is a genius? It's true. You, me, and every child that you teach has a unique talent, skill, or understanding that is unlike anything the world has ever known. Our job as educators is to find and tap into that brilliant genius - both in our students and in ourselves - so that optimal learning can take place.

# data[].attributes.headline
Fisher & Frey Collaborative Conversations

# data[].attributes.subject
Fisher & Frey Collaborative Conversations

# data[].attributes.attachment_link.readable_text
Douglas Fisher and Nancy Frey shared a wealth of knowledge with teachers, leaders, and curriculum developers at the ASCD Conference last weekend. In "Collaborative Conversations: Meeting Anchor Standard 1 in Speaking and Listening," Fisher began by describing his experience as a student in a graduate-level neuroscience course. One of his main takeaways was that interacting with his classmates kept him motivated, clarified information, and extended his understanding of the brain. He realized he needed time to make sense of the material in his textbooks on neuroanatomy, and collaborative conversations provided access to this complex text.

The speaking and listening section in the Common Core Stand Standards notes the value of collaborative conversations in which students learn guidelines for conversations, use evidence in their arguments, and critically analyze a topic. See anchor standard 1:

Fisher and Frey both recognized the major shift this means for teachers. In the past, it was natural to think students should discuss simpler, easier topics when they didn't have the support of the teacher. Now, it's clear that students can have productive group conversations about complex ideas with the right supports.

To engage in collaborative conversations, students need:

Enough background knowledge to have something to say. Supplement with videos and texts on the subject matter.

Language support to know how to say their ideas (e.g., sentence frames, vocabulary wall, or peer language broker).

An interesting and relevant topic to discuss.

Authentic reasons to interact.

To understand the expectations of and accountability for the interaction. Establish a culture where students are expected to talk to each other.

To feel part of a community of learners that encourages and supports each other.

To understand the task (e.g., what to do in a "jigsaw").

These conversations are key to developing academic language and vocabulary, as well as an understanding of complex texts. Their district in San Diego has set a goal for student-to-student interactions: 50% of instructional minutes. Want to find out more? Check out Fisher and Frey's website and YouTube Channel.

# data[].attributes.attachment_link.title
Fisher and Frey on fostering collaborative conversations

# data[].attributes.attachment_link.description
Douglas Fisher and Nancy Frey shared a wealth of knowledge with teachers, leaders, and curriculum developers at the ASCD Conference last weekend. In "Collaborative Conversations: Meeting Anchor Standard 1 in Speaking and Listening," Fisher began by describing his experience as a student in a graduate-level neuroscience course.

# data[].attributes.attachment_link.keywords[]
"douglas fisher" "nancy frey" literacy "distance learning" "close reading" "learning intentions" "success criteria"

# data[].attributes.attachment_link.description
For over two decades, our work has been dedicated to the knowledge and skills of caring teachers and school leaders needed to help students attain their goals and aspirations. We strive to have an impact in everything we do.

# data[].attributes.attachment_link.readable_text
150 Students Go From "Unteachable" to Best Sellers

The Freedom Writers journey began in 1994 when Erin Gruwell taught English to 150 at-risk students in Long Beach, CA. With the use of Gruwell's engaging teaching techniques, 100% of her students, affectionately known as the Freedom Writers, graduated from high school, became co-authors of the New York Times bestselling book, The Freedom Writers Diary, and exceeded expectations by pursuing higher education and advanced degrees. In order to replicate the success she had with her students, Gruwell founded the Freedom Writers Foundation.

# data[].attributes.attachment_link.description
150 Students Go From "Unteachable" to Best Sellers The Freedom Writers journey began in 1994 when Erin Gruwell taught English to 150 at-risk students in Long Beach, CA.