Collaborative Solutions by Jim Renzelmann

5 Word Summaries - pg. 92

dvaldez44 — 2025-10-16 21:42:51 UTC

Errorless task boxes and well as using their ACC device.

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Provide students choice and peer-led (p.94)

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M&A

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Evaluating the final product and the process (Labs /Simulations) with observations, rubrics, exit tickets, Google Forms, and Sketchbook Checks. pg. 96

Jigsaw

cfritz30 — 2025-10-16 21:44:15 UTC

Groups were assigned a country that was in WWII and had to create a poster to teach the rest of the class about their country's involvement

Strategic Groupings

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Group non-engaged students with positive peers who they are comfortable with.

Utilizing Google Classroom Discussion Questions for students to participate in a way that does not require speaking out loud and in a safe space.

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For Math, we use exit tickets to check for students understanding after the lesson and mini group work

M & A

meganhorzen — 2025-10-16 21:45:05 UTC

For Spanish speaking students, they are given the same book club book in Spanish. Coteacher monitors discussion in Spanish.

Strategic placement of student within a group

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Early Childhood - Play-based learning, visual supports, choices, adaptive seating, alternative tasks

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Collaborative Posters (Page 86)- useful all learners at all levels and holds everyone accountable.

M&A

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Book Clubs pg. 93

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Allow students to choose their group members. If a group's choices in partners raises concerns, then it is a focus group with an adult.

Using the 5-word summary strategy.

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M & A

meganhorzen — 2025-10-16 21:46:44 UTC

Use of Google forms for check ins on group work and dynamics.

Five Guiding Questions

cfritz30 — 2025-10-16 21:46:50 UTC

5 guided questions from Frey & Fisher (pg. 100)

Wheel of Names

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Instead of asking for volunteers, using the Wheel of Names to choose random students and keep all engaged.

Use a Padlet instead of getting everyone's individual answers linearly.

dvaldez44 — 2025-10-16 21:47:30 UTC

Using the 5 Guided Questions to design the assessment of their learning. Page 100

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foster leadership

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Rotating use of roles and responsibilities so students take on different tasks. Pages 78-79

Exit Ticket/Apply Understanding Questions

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Accountable Talk with questions for discussion and understand what was being taught.

Jigsaw

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Everyone is responsible for a part and brings it back to the group. Pages 90-91

Work for sharing information and engaging ideas pg 80

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Technical educational pathway uses "virtual opinion stations" to provoke discussions. These can get students engaging faster because they worry less about predjudices/biases as well as implied opinions from other students.

Scaffolding -- note taking sheets, checklists, language frames (p.84)

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Identifying and modeling what is means to be part of an active student learning community. (Page 76 to 79)

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Page 77- Allow students the time to discuss what success criteria for the assignment looks like and explore their confidence level around achieving the criteria.

For one of my social skills groups I pair students together to complete a challenge together. There is a new challenge each week that they need to work together to complete.

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Early Childhood - Play skills/schemes are increasing, peer relationships forming, increased use of language, improved SEL abilities

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Science

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Students were able to complete the task, quiz, project, or other assessment piece successfully after working collaboratively with their groups.

Simulations P98

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Students take upon roles and often work together to act out and learn about real events. This helps get everyone involved and engaged.

Reciprocal Teaching (p.87)

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Can a group of students summarize, generate questions, clarify and predict based on collaborative efforts (p. 87)

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Vertical Surface Work throughout math class

Discussion Roundtable pg 79

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Using the Roundtable Template as a talking point for collaborative learning and engagement.

Math

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Students can make posters with their partner on the subject they just learned. A helpful tool to guide students who might not know what they are doing

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Page 78- Encourage students to seek feedback and support from peers. Build a culture where it good to ask questions.

M&A

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Work in time during class to check in with each group to see progress/ help if needed.

Collaborative Posters pg 86

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This hits all learning types and making sure that all students in the group are participating.

Page 88 - Prediction.

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When students are able to predict what they know, it allows teacher to assess prior knowledge and misconceptions. It also allows students to activate prior knowledge in a less stressful situation.

Early Childhood Speech Therapy

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Providing leveled opportunities to engage across child's school day (e.g., visuals for vocabulary needed during large group participation to support language access)

Group Roles

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(I know this was said in other columns) but having one spokesperson or 1 recorder per group reduces the number of student contacts when trying to get groups to work well.

Labs pg 98

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Labs at grade level allows students to get hands on experiences with real life connection to the learning outcomes from the class.

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Have students sign up to "be the teacher." The students who sign up become leaders in small groups and lead the group discussions.

Science

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Labs and Simulations pg 96 Students are allowed to create models of natural phenomena which helps them understand the concepts they read about in their textbooks.

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In Social Studies, the teacher can pick one student from each group to share at least one of two things that they are working on.

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Page 86 - Have students work with their peers to create visual displays that will help them make connections between ideas and information.

pgs. 76-77: Creating Supportive Relational Conditions

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"Instead of waiting for supportive relational condtions to be in place, it's up to the teacher to foster them by creating opportunities for students to regularly work together."

Letting them know you are going to call on them ahead of time

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In an effort to boost confidence, if you know a student has the correct answer let them know ahead of time that you are going to call on them.

#4 of the 5 Guiding Questions

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"Can every member of the group do this assessment task in a meaningful way?" Ensures that all students remain accountable.