Trying Out the Ripple by NaTasha Clever

2024-11-06 15:09:16 UTC

I recently used the ripple effect teaching strategy during a class discussion about breakfast food choices. I started this strategy by praising one student’s thoughtful response and encouraging the rest of the class to reflect on their breakfast choices. I could tell the ripple effect set in by the reaction of other students and their motivation to share their own healthy choices. The ultimate goal is for my students to reflect on their breakfast habits and aim for healthier options without directly instructing each student.

2024-11-10 17:11:11 UTC

2024-11-13 15:54:10 UTC

I asked Foods to think about their favorite childhood story book and what made it so. They wrote their response and then read responses to one another at their tables. The discussion about their favorite stories was energized by their memories. I then went around the room and each group shared one aspect of their stories that made it a great, memorable book. Each group then chose a picture book to read together and analyze using the criteria they discussed. They took notes together about what aspects of the book made it effective and why. Each group then shared any new aspects of what makes a great story and shared that out with the class.

2024-11-14 21:16:02 UTC

I used the ripple strategy today with my 7th graders. We started with how to thread a needle as their Do Now question. Then, they discussed the answer with their table, and added in the 3 techniques for how to make a knot. Lastly, we reviewed the steps and techniques as a group before I did a demonstration.

2024-12-03 20:20:43 UTC

I used the ripple strategy today coming back from break. It was a great way to start class and get the students thinking about where we left off with last week. I had students pull out a video worksheet they received before break, review their answers or continue to answer the questions with what they could remember from the video, and pair share with their table partners. I had specific questions posted on the board for them to review and then opened the floor for discussion to review/talk about their responses. It was a great way to get us back on track, jog our memory, and launch into our next unit in Child Development.

2024-12-04 13:05:07 UTC

I used the ripple strategy with my Advanced Business classes. First, I gave them a paper that had a prompt on it. I asked them to write their response to the prompt with all the things they thought Operations Managers did as a part of their role in an organization. After 3 minutes, I had the students stand in 2 lines facing each other from youngest to oldest to create movement and pairings. The line of "older" students was to give a gift to the younger students though one of their ideas of what operations managers did. If the younger student had it already, the older student would give them another. We then switch roles and had the younger students give a gift of an answer to the older student. The students shifted down the line 3 times and repeated this exercise to expand their list. The students then were instructed to sit back down, turn the paper over and re-write their answer to the original prompt and they were allowed to use both their idea and then ones they received as gifts from other students. Each student then shared their re-written response with the class. Every student had an answer to share, and no-one in the class needed to know which parts came from their own thoughts or ones they learned from their peers. The students enjoyed this activity as it was a change from the normal Think-Ink-Shares we often do in class. It gave students a chance to process their answers and built the students confidence before they had to share out loud in front of the class.

mmeyer26 — 2024-12-08 15:43:48 UTC

In a recent lesson with my 8th graders, I used this strategy to explore extracurricular options in high school and their role in shaping future opportunities. To set the tone, I shared personal stories about my children’s experiences with extracurriculars and the doors these activities opened for them, sparking curiosity and connection (I can explain this further if you want me to). Building on prior activities where students explored soft skills, values, and “what makes you, you,” they worked in small groups to brainstorm how clubs, sports, and volunteering could develop those skills and help them proactively shape their futures. Each group presented their ideas, and the discussions naturally expanded to how these experiences could help build resumes—not just to appear as the perfect candidate but to reflect genuine growth and passions. This connection to their personal identity and future lead to all students actively participating and seeing the direct impact of their choices. I use this strategy often; it encourages collaboration, reflection, and meaningful engagement. Teacher proximity and circulating around the room are essential for the success of this activity, as it helps ensure all students stay engaged and feel a greater sense of accountability.

jburrows3 — 2024-12-08 18:02:55 UTC

In class, I used the ripple effect with my 6th grade students with my BizTown Financial /Banking Unit to foster teamwork and engagement while teaching the parts of a check. Students were grouped into various teams of 3-4 students and were handed an envelope and tasked with dumping out the contents from the envelope and matching vocabulary words and definitions related to a check in a timed 2 minute activity. As I walked around offering feedback and encouragement, I observed students noticing and mirroring their peer’s positive participation to try to “win.” I felt that it created an environment of collective effort and collaboration. Students were then handed a paper and labeled the parts of a check to reinforce their learning.

2024-12-09 15:09:02 UTC

In my 6th grade classes, I used the Ripple effect to start a discussion on the key concepts learned in the last class period about Financial/Banking Unit for our upcoming BizTown trip. Students were given a Do Now question revolving around a concept that stuck out in their mind from the last class. Something that they remembered, was difficult and something they remembered was easy for them to understand. They had to explain why they thought it was difficult/easy and describe the concept we went over. Then students held a discussion as a small table group, discussing what they wrote down for their response in Google Classroom. Finally, they shared out as a group 1 thing that they thought was easy, and 1 thing that stuck out as being a little more difficult to understand. Students were able to hear that a lot of their peers had similar experiences with banking, and it gave students a sense of belonging to know that in a certain area of banking (balancing their checkbook) was actually hard to understand for almost all students in the class. As the teacher, this is immediate feedback as I can go right into the lesson with review of checkbook balancing.