Students will ultimately be placed in core teams of four for the semester, but some activities, like the Jigsaw one below, will require them to work with students outside their core group. As such, students need to have a functioning rapport with all their classmates. Zoom is a good initial team building activity for early in the course, allowing students an opportunity to create a story as a whole class.<\/p>\n
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Materials:<\/span><\/p>\n *Googling “Random Images” or “Random Objects” is an easy way to get an assortment of pictures. (See examples above and below.) These pictures could loosely follow a theme, if desired.\u00a0 For example, as a math teacher, I might try to choose images somehow math-related, no matter how tangentially.\u00a0 Alternatively, I could encourage or require students to utilize a math term somewhere in their segment of the story. It would not have to be in a math context, just a math term. For example, the student might say \u201cSuddenly, there was a noise. I turned toward the sounds\u2019 origin<\/em>.\u201d<\/p>\n Timing:<\/span> 30-45 minutes, depending on the number of students and the size of their \u201cparagraph\u201d contribution to the story.<\/p>\n <\/p>\n Process:<\/span><\/p>\n <\/p>\n Teacher Notes:<\/span>\u00a0 As part of the pre-activity discussion, the teacher may wish to guide the students toward “what to do if someone is stuck?”\u00a0 As this is a team effort, and it is a goal of team work to support each other, you may wish to have students brainstorm how they will jump in to help a struggling classmate.\u00a0 Allowing the students to come up with this policy will give them ownership and create something they will be comfortable implementing, if needed.\u00a0 (Hopefully, it will not be needed, too; the knowledge that help is available should encourage students to be brave and take risks in their contribution.)<\/p>\n <\/p>\n Assessment (aka \u2013 How did we do?)<\/span>:\u00a0 Immediately following the activity, ask students to discuss how we did as a team.\u00a0 What worked well?\u00a0 How might we improve in a future collaborative effort?\u00a0 As much as possible, connect responses back to the components of team work identified in the pre-activity discussion.<\/p>\n Teachers may consider playing the story for students again at a later time.\u00a0 Reminding students of where the class started, and revisiting the post-activity discussion.\u00a0 Of the areas we identified for improvement, how are we doing now?<\/p>\n <\/p>\n Social Media<\/span>: There are interesting alternatives to this version of Zoom floating around on the internet.\u00a0 For example, this one<\/a> where instead of random images, pages from a picture book are cut out and given to each student.\u00a0 Without showing each other your image, students must line up in the order that gets the book pages back together.<\/p>\n <\/p>\n Overview:<\/span><\/p>\n Students will work in groups using provided resources and each other to become experts on one of the four types of transformations.\u00a0 They will then return to their learner group and teach each other, giving all students in the group an understanding of all types of transformations.<\/p>\n Objectives:<\/span><\/p>\n Experiment with transformations in the plane:<\/p>\n Materials: <\/span><\/p>\n <\/p>\n Timing:<\/span> 3-4 class days<\/p>\n <\/p>\n Process:<\/span><\/p>\n Assessment:<\/em> Do an exit ticket as students leave asking \u2013 anonymously – if each student feels confident they could teach their transformation after the time spent in their expert group that day. The teacher can use this to 1) gage whether students are ready to return to learner groups the next day, and 2) as a discussion tool for the class to self-assess the team work. If many students said they are not ready\/comfortable, the teacher can open a dialogthe next day about what went wrong?\u00a0 How can we improve?\u00a0 Is more time needed?<\/p>\n Assessment:<\/em> Students will complete a HW assignment to apply their newfound knowledge. The next day, they will return to their learner groups to compare and contrast answers, resolve issues, clarify questions, etc. Experts can revisit any topic for which it is apparent there were issues. One paper will be collected from each learner group for a homework grade.<\/p>\n Assessment:<\/em> Transformations will be tested on a future test to check for understanding by individual students.<\/p>\n <\/p>\n Teacher notes:<\/span>\u00a0 Teachers may wish to consider assigning students the transformation they will study rather than allowing groups to decide.\u00a0 While allowing the students to decide encourages ownership and can increase motivation, the difficulty level of transformations can vary widely between, for example, translations and dilations.\u00a0 Teachers could assign topics based off of student strengths within each group.<\/p>\n","protected":false},"excerpt":{"rendered":" Team Building Lesson \u2013 Zoom Overview and Objectives: In a collaborative classroom, team building is an essential component of success. Students need to work together and support one another to truly function as a team while problem solving and learning … Continue reading \n
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Cooperative Lesson \u2013 Transformations with Jigsaw<\/h2>\n
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