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Student Collaboration
Student Collaboration
As you know, one of the school's "north stars" is "utilizing additional time during class periods to provide opportunities for collaboration and applied practice." Check out Student Participation: Grouping Students in the PLE, which will give you some considerations and tips to think about as you set up student groups, and even begin to allow students to choose their own group.
As you know, one of the school's "north stars" is "utilizing additional time during class periods to provide opportunities for collaboration and applied practice." Check out Student Participation: Grouping Students in the PLE, which will give you some considerations and tips to think about as you set up student groups, and even begin to allow students to choose their own group.
Also consider how changing your physical space can make collaboration easier and more natural. Read the blog post, "#LATICinsights: Form Follows Function," by Dr. Nancy Sulla to think about how you might make changes to your room to encourage more collaborative work. You may not be able to get new furniture, but you can be creative with the furniture you do have to create spaces that are more conducive to student collaboration.
Also consider how changing your physical space can make collaboration easier and more natural. Read the blog post, "#LATICinsights: Form Follows Function," by Dr. Nancy Sulla to think about how you might make changes to your room to encourage more collaborative work. You may not be able to get new furniture, but you can be creative with the furniture you do have to create spaces that are more conducive to student collaboration.
You can also use this graphic organizer (linked to the image on the left as well) to brainstorm the layout, space, and/or furniture that would best support the types of activities you want students to do in the classroom.
You can also use this graphic organizer (linked to the image on the left as well) to brainstorm the layout, space, and/or furniture that would best support the types of activities you want students to do in the classroom.
O-M-E Approach for Teaching in the Block
O-M-E Approach for Teaching in the Block
The O-M-E approach, or Opening – Middle – End, offers an introductory approach to planning instruction in longer blocks of time. "In a learning episode, we tend to remember best that which comes first and remember second best that which comes last” (Sousa, How the Brain Learns, 6th ed., 2022).
The O-M-E approach, or Opening – Middle – End, offers an introductory approach to planning instruction in longer blocks of time. "In a learning episode, we tend to remember best that which comes first and remember second best that which comes last” (Sousa, How the Brain Learns, 6th ed., 2022).
Based on the brain, the O-M-E approach offers the opportunity to make the most of longer blocks of time! When you open a learning episode, you introduce new content. In the middle of the learning episode, you provide activities for students to engage with content and one another. And in the end, you either synthesize learning through discussion and reflection to push critical thinking, or introduce new content. See the graphics below, which describe each part in more detail.
Based on the brain, the O-M-E approach offers the opportunity to make the most of longer blocks of time! When you open a learning episode, you introduce new content. In the middle of the learning episode, you provide activities for students to engage with content and one another. And in the end, you either synthesize learning through discussion and reflection to push critical thinking, or introduce new content. See the graphics below, which describe each part in more detail.
The "middle" is the perfect time to create a Differentiated Activity List with choices for how students will learn. This will not only actively engage students to grapple with new content and skills, but it will give you more time, as the teacher, to facilitate with students individually and in small groups.
The "middle" is the perfect time to create a Differentiated Activity List with choices for how students will learn. This will not only actively engage students to grapple with new content and skills, but it will give you more time, as the teacher, to facilitate with students individually and in small groups.
To get started on creating a Differentiated Activity List for your own class, sign in to your PLE, "Fostering Student Agency Through Differentiated Activity Lists," and work through the modules. Feel free to reach out if you have any questions as you are creating!
To get started on creating a Differentiated Activity List for your own class, sign in to your PLE, "Fostering Student Agency Through Differentiated Activity Lists," and work through the modules. Feel free to reach out if you have any questions as you are creating!
You may also find the graphic organizer to the left to be helpful as you are planning with the O-M-E approach. (To make it larger, hover on top of the document and click on the arrow that will appear in the upper-right-hand corner.)
You may also find the graphic organizer to the left to be helpful as you are planning with the O-M-E approach. (To make it larger, hover on top of the document and click on the arrow that will appear in the upper-right-hand corner.)
Even if you are not creating a whole differentiated activity list for your class, you can use the PLE to get ideas for activities you might want to create for the "middle" portion of time. Check out the following modules:
Even if you are not creating a whole differentiated activity list for your class, you can use the PLE to get ideas for activities you might want to create for the "middle" portion of time. Check out the following modules:
- Designing Differentiated Learning Activities
- Leveraging Practice Activities
- Creating Application Activities to Support Retention
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