Numbered Heads Together, Random Spinner

Excellence in Education: Numbered Heads Together 

This is an oldie, but goodie from Spencer Kagan, a cooperative learning guru. I had great success using it for anything from unit reviews to the most complex, higher-order questions.

How to:

1. Students are placed in groups of 4. Assign each of the 4 a number (1-4).
2. You, as the teacher, pose a question. Of course, it helps for students to be  able to see the question as well as hear it.
3. Students individually think and write down their answers. Answers can be written on a their desks (using white board markers), individual white boards or on paper.
4. Provide the students with a set amount of time to answer the question individually and provide them with a countdown as time is about to expire.
5. After time is called, the group discusses the answer and works towards a consensus answer.
6. Each member of the group should be able to answer the question for the entire group.
7. Randomly call a number (1-4) and that student reports the answer to the entire class. Again, depending on the type of question, you could use this as a competition between groups by keeping score or by having all of the randomly called numbers write their answer on a small whiteboard. For example, after giving groups time to answer, tell them to erase their answers. Randomly call on a number and have all students who were that number write down the correct answer on their whiteboard. Then have them display their answers to you. It’s also great to ask follow-up questions too.  

Why it works?

1. Each student is accountable, but the team approach eliminates fear
2. It provides opportunities for students to talk and listen, making learning visible
3. Appropriate grouping means stronger students can support struggling students without feeling “slowed” by them

Ideas for the Classroom: Random Name Picker

You know I’m a big fan of cold-calling as a means of questioning and formative assessment. Russel Tarr—he of classtools.net and many other great things—has created a spinning wheel for random name selection.

To create your own wheel, go to http://www.classtools.net/random-name-picker/ -> Edit/Save

After editing the names, click <Save this list as currently shown>

You’ll be prompted to save it using a password so you can have access to it in the future.

It can be embedded into a website and is accessible from ipads and iphones too.

Administrative Notes

I enjoyed our meeting on Friday. The responses to “Why do you teach?” varied greatly yet the underlying theme was always about helping our students. I promised the share with you the questions that I occasionally ask the students when I observe (or sometimes I’ll ask at lunch, on the bus ramp, etc.):

1. Why are you doing this?
2. What will it help you do?
3. How does it fit into what you’ve previously done?
4. How do you know you've met the objective/learned what the teacher wanted you to learn? How do you know you've done good work? What does quality work look like?
5. Did this activity make you think? Did you have an opportunity to be creative for this activity or assignment? Are you being challenged?
6. What do you do in this class if you need help? Are you comfortable asking questions?

 Please complete the professional development choice form by Friday

Let’s make greeting our students at the door and accurate attendance a goal of ours this year.

Positive Referral Link: http://goo.gl/s0KXRB

Work Order Request Form: http://goo.gl/H7hFwK

Tweet of the Week:

What I’m Reading

Teachers, Remember We Are a Work In Progress

World’s Most Famous Teacher Blasts School Reform (other great tidbits in Q-n-A format)

15 Examples of Student-Centered Teaching

Cougar Communication: Flexible Grouping, Reciprocal Teaching, Internet Stats

Ideas for the Classroom: Grouping

Again, I’m taking a question from the December faculty meeting and doing my best to answer. Add your suggestions/comments by visiting the blog.

How should students be grouped for cooperative learning assignments? 

Flexibility reigns supreme.

It depends.

As a teacher, my students sat in quads with a high performing student, 2 middle level performers and one low achieving student.

Seating Quad-Arrangement Continues Throughout Classroom

High	2nd Highest
2nd Lowest	Lowest

This seating arrangement gave me a great amount of flexibility. Depending on the assignment’s purpose I could use any of three groupings. Sometimes, like when reading, I might group students with like partners (horizontal pairings). If we were summarizing the day’s lesson, I might use vertical pairings because they may offer more peer tutoring support. Rarely did I make use of diagonal pairings.

The above seating arrangement, which was repeated throughout the class, also gave me whole class flexibility. For example, I could direct all of the red students to come together to complete a more complex task, while I’d ask the orange students to work on a different task. This was an easy way of differentiating instruction.

The possibilities with this seating arrangement are limitless, but by doing so I was able to meet the diverse needs of my students and the assignment.

Ideas for the Classroom: Reciprocal Teaching

I’ve seen several teachers use various forms of reciprocal teaching to improve comprehension of a reading assignment or to summarize a lecture or video. It lends itself very well to the above grouping strategy, so it’s a logical time to give props to the teachers who have used it and to let everyone else learn this research-proven strategy that puts students in charge of their learning.

Students are given one of four roles: summarizer, questioner, clarifier or predictor.

           

After reading a few paragraphs or watching a video or listening to lecture, the students meet as a group. The summarizer does just that, he/she highlights the key ideas. The questioner asks questions to his/her group. He/she focuses on unclear or complex parts and tries to connect the material with previously learned material. The clarifier answers these questions or alternatively listens to the group’s responses to the questions and then answers. Finally, the predictor makes predictions about what will happen next.

Students can stay in the same role or they can rotate as the reading or lecture continues.

Why does this work?

• Every student is actively engaged in the learning process
• Students become more independent and responsible for their learning
• Every student is involved
• Reading comprehension improve
• The teacher serves as a guide and by listening to the students can formatively assess student understanding

Administrative Notes

You’ve experienced our great edcamps. Wouldn’t you like to share that experience with teachers from other schools? Why not go to an upcoming edcamp?

            March 29: EdCamp Arlington (Washington-Lee HS)

            April 5: EdCamp MetroDC (Stone Ridge School, Bethesda)

I’ve signed up for both. Let me know if you’re interested in going/carpooling. I’ll see if we can get PD/Opt-Out credit as well.

Oh yeah, the organizers of these events often drum up lots of great sponsors with free gifts and prizes!            

Evaluations

For those of you on the Comprehensive Cycle, please submit your finalized goals.

If you’re on the Annual cycle, your final goal statements are due today. 

**First term, I asked for each of you to invite me to observe a lesson that stood out for its creativity and student-centeredness. Thank you to those of you who invited me to observe some wonderful lessons. If you haven’t yet extended an invitation, please don’t forget to do so.**

Stat of the Week (click for source)

72% of all Internet users are now active on social media

89% of those between 18 and 29 years old are social media users

72% of individuals aged 30 to 49 are engaged in social media

60% of people between 50 to 60 years old are active on social media

43% of those 65 years old and above are engaged in social media

71% of users access social media from a mobile device

What I’m Reading

A Day in the Mastery Centered Classroom

Simple Student Motivation Techniques to Remember 

What’s Holding Back American Teenagers: Our High Schools Are Disasters

Students Say Schoolwork is “Too Easy”—But They Still Balk at Doing It. What Gives?