Tag Archives: collaborative learning

Distance Learning Book Clubs

As we continue to move forward with remote learning I am planning a World War 2 reading unit for the upcoming month. Thinking about how to get books into my students hands and continue to encourage them to read and reflect is my objective. I have reorganized my teaching to support all the learners in my classroom remotely and virtually.

The reading unit is grounded in choice. Students choose which book they want to read about WW2. To build background knowledge students are immersed in multimodal text sets reading and viewing nonfiction articles primary sources, photographs, videos, and movies about the time period.

To make sure that we get books in every student’s hands, my special education teacher and I will be reading aloud from one of the book every day on Google Meet for a live read aloud and also recording the read alouds for students to access on Google Classroom. The school librarian has made available many of these books as Ebooks for students to borrow the books and a handful of students will purchase their own books on Kindles, paper copies, or audio books.

WW2 Reading Choices

As students are reading the different texts they will respond in writing, discussion on  Flipgrid, and collaborating on Google Jamboards – collaborative whiteboards students can edit and add observations and insights – thanks to @tarahtesmer for the insights.

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Each week students will focus their reading on a particular topic or theme to help develop thinking and theories about their reading. For example, the first week of reading students will focus on characterization:

On a Google Doc, write a letter to the protagonist in your book in which you describe explain why you admire or do not admire the protagonist. 

In your letter, be sure to describe the characteristics of the protagonist in response to the war. Identify whether they are an upstander, bystander, ally or target. 

Be sure to include throughout your letter four (4) textual citations (including page numbers) that contain noteworthy information to support your reasoning. I provide students with a template to help get started and an exemplar to aim for.

Also, as students read deeper into their books I hope students will make connections between the hatred, bias, and violence that spread during WW2 and the hatred that has been on the rise around the world today. Students will research the rise of hate groups today.  After completing a Venn Diagram, students write a one page (double spaced, 12 point font) reflection that parallels to the events that took place around the world during WW2 in Europe and America after Pearl Harbor – as presented in your book and the rise of hate today. Students will use key information and direct textual evidence to address what social conditions would be necessary for hate groups to grow today. What they believe would be the most likely basis of another world war: pride, nationalism, fear, racism, economic interests, or religious intolerance? Here are two links to kick start research: 

NY Times Article “Over 1,000 Hate Groups Are Now Active in United States” 

Southern Poverty Law Center Hate Map

Throughout the current educational climate of distance and remote learning my goal is to continue to help students develop rich literacy lives, promote critical thinking, and make connections.

What are you working on with your students to do the same? Share the reading units you are working on during remote learning in the comments section on this blog and also we always want to know the strategies and tools you are getting the most at to support literacy learning.

 

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Facilitating Collaborative Learning

“The world increasingly relies on people being able to work together to collaboratively solve problems.” — Dan St. Louis, Principal of University Park Campus School

Group work is an integral part of school and world culture. Through group work, students learn that there’s a diversity of valid perspectives, build comfort around using their own voices, and understand the value of accepting and building on the contributions of others. When facilitating group work in the classroom, teachers need to be actively involved and continuously help with team maintenance.

Once my students are put into groups, I have the create a team charter  in less than ten minutes that addresses the following:

Participation: We agree to….

Communication: We agree to…

Meetings: We agree to….

Conduct: We agree to…

Conflict: We agree to…

Deadlines: We agree to…

We cannot expect that all our students will get along and everyone will do their assigned job. So, I give my students access to a few resources that address collaborative group work and resolving conflict.

Here are a few resources I provide for my students:

Tom WuJec’s TED Talk “Build a Tower, Build a Team”

Coping with Hitchhikers and Couch Potatoes on Teams Adapted from Barbara Oakley

Implementing Group Work in the Classroom Centre for Teaching Excellence

Group work: Using cooperative learning groups effectively Vanderbilt Center for Teaching

Amy Edmondson “How to turn a group of strangers into a team”

 

After giving my students opportunity to explore these resources I then assign them a choice in how to explain and share their learning/understanding:

Choice A – Create a How-To document to provide your students direct instruction how to work through conflict. This How-To sheet is for students to follow, reread and refer to. Be sure to Provide specifics and 3 or more links to additional resources how to resolve conflict

Choice B – Create a Google Presentation with ten or more teamwork problems and possible solutions, particularly regarding conflict. In addition, provide 3-4 links to videos and articles how to resolve conflict

Before we give students a team project or assign group work, discussing and examining the complexities of group work can give students the tools and techniques to work better together as a team.  Having students share their products provokes discussion about inviting people to work together to solve big problems. This gives students vision and vocabulary to work collaboratively.

When students are working on a group project, I also have them design the group work rubric for students to grade themselves on how they worked in their group and how their group worked as a whole. Students identify the categories and criteria to develop these rubrics and then we all come to an agreement which one to use as the grading rubric for the final project.

Lastly, students complete a group work processing questionnaire created on Google Forms for students to answer reflection questions.

Group Work Processing Questionnaire

How do we make sure that teaming goes well? Discussing the elements of group work, collaboration, and continuous team maintenance helps provide students with models of teaming that works. Then, the results for collaborative group work can be awesome.

 

 

 

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Legends of the Hidden Temple Classroom Activities & Interactive Game

Legends of the Hidden Temple was an “action and adventure” gameshow on Nickelodeon in the 1990s. The game show required teams  of two to compete in a series of physical and mental tasks: The Moat, The Steps of Knowledge, Temple Games. and the final Temple Run. Through a process of elimination, the last remaining team entered the Temple to retrieve the ancient artifact and have a chance to win a grand prize.

The temple consisted of twelve rooms, each with a specific theme (e.g., the Throne Room, the King’s Storeroom, the Observatory, the Shrine of the Silver Monkey). The rooms connected to adjacent rooms by doorways, although some doors were locked, blocking a contestant’s progress into the adjacent room; the pattern of locked and unlocked doors changed each episode depending both on the temple layout and the artifact’s location. The unlocked doors were closed at the start of the round, but they could be opened by completing a specific task or puzzle within each room. One room in the temple contained the themed artifact. Three other designated rooms held temple guards. A contestant who encountered a temple guard was forced to give up a full pendant in order to continue. The team had three minutes to retrieve the artifact and leave the temple with it. If either contestant grabbed the artifact, all remaining temple guards vanished and all locked doors in the temple instantly opened, allowing the contestant to escape unhindered.

Check out the video to watch a thrilling episode.

My co-teacher introduced me this show online and I couldn’t wait to adapt it for the classroom.

Students are reading about social justice and courage for an independent reading unit and I took on the theme of courage to create “Legends of Hidden Courage” action adventure. I revised a few of the games (the moat) and all teams competed against each other, there was no elimination. Each challenge was worth different experience points (XP). Some challenges awarded points and A Pendant of Life — to be used in the future as a free Notebook Check Pass or Free Assignment Pass.

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The game began with the Steps of Knowledge. Students had read and analyzed poetry the day before on themes of social justice so we started with a QuizletLive on poetic devices.

Then, came the first physical challenge: Students had to take a picture of all their team members making a positive difference in the school and post on Twitter.

A physical and mental challenge was third. Students had to match images of upstanders in history with the correct names.

The Inspiration Challenge required students to reflect and write about a person in history or present day who they inspires and they aspire to for their courage.

The last challenge was the Minefield physical challenge.

It was an action packed class period and there are many different ways that this game show can adapted based on the unit of study.

 

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