Considerations for engaging all learners in active participation 1. Adult Support

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2 Considerations for engaging all learners in active participation 1. Adult Support Consider which students the adult will be supporting. Will the adult stay with one student or move about the room? Will the adult help the student with the strategy or content? How will the adult know when it is time to let the student try on their own? 2. Explicit teaching of the strategy Will any of your students need a pre-teach or a re-teach of the strategy? Will any students need a cue or visual aid for learning the strategy? Be Strategic in dealing with tricky behaviors Try to include all students as movement and peer interactions may be motivating and successful for students with behavioral needs. Enlist the help of a peer model to help demonstrate or teach the strategy. Reflect, Revise, Refine Reflect on what went well, what didn t, and what needs to be changed Follow up with adult support staff, were accommodations successful? What can be done to help the student be more independent next time? Considerations for engaging all learners in active participation 1. Adult Support Consider which students the adult will be supporting. Will the adult stay with one student or move about the room? Will the adult help the student with the strategy or content? How will the adult know when it is time to let the student try on their own? 2. Explicit teaching of the strategy Will any of your students need a pre-teach or a re-teach of the strategy? Will any students need a cue or visual aid for learning the strategy? Be Strategic in dealing with tricky behaviors Try to include all students as movement and peer interactions may be motivating and successful for students with behavioral needs. Enlist the help of a peer model to help demonstrate or teach the strategy. Reflect, Revise, Refine Reflect on what went well, what didn t, and what needs to be changed Follow up with adult support staff, were accommodations successful? What can be done to help the student be more independent next time? Make appropriate changes and try it again!

3 EPR Directions 1. Give clear, specific directions, and model first. 2. Always beam the task or question to all. Provide sufficient wait time. Signal the response i.e. Ready? Show me. EPR Directions 1. Give clear, specific directions, and model first. 2. Always beam the task or question to all. Provide sufficient wait time. Signal the response i.e. Ready? Show me.

4 1. Hand signals/choral Responses Thumbs up Sign language Human Graph Plickers 2. Manipulatives Cat/Dog or Coke/Fry Solo plates Agree/Disagree Educreations Technology Plickers Kahoot Whiteboards Apps Nearpod 1. Always teach the procedure or routine for using manipulatives first. 2. Organize manipulatives so that they can be easily accessed by students (box on desks, pockets on shower curtain, folders, baggies, etc.) Distribute prior to lesson 1. Hand signals/choral Responses Thumbs up Sign language Human Graph Plickers 2. Manipulatives Cat/Dog or Coke/Fry Solo plates Agree/Disagree Educreations Technology Plickers Kahoot Whiteboards Apps Nearpod 1. Always teach the procedure or routine for using manipulatives first. 2. Organize manipulatives so that they can be easily accessed by students (box on desks, pockets on shower curtain, folders, baggies, etc.) Distribute prior to lesson

5 Directions 1. Students make 2 circles, one inside the other. 2. Teacher poses a discussion question and directs the inside or outside circle to respond. Roles can reverse for the next question. Teacher directs one circle to move (ex: 2 places to the left) A new partnership is now created and another discussion question is posed for the inside or outside circle to discuss. Repeat steps 2- Directions 1. Students make 2 circles, one inside the other. 2. Teacher poses a discussion question and directs the inside or outside circle to respond. Roles can reverse for the next question. Teacher directs one circle to move (ex: 2 places to the left) A new partnership is now created and another discussion question is posed for the inside or outside circle to discuss. Repeat steps 2-

6 1. To share writing topic ideas 2. How did you solve the problem What s your opinion on Connections to a book or story Review material 1. Use hall or wet area 2. Go outside 1. To share writing topic ideas 2. How did you solve the problem What s your opinion on Connections to a book or story Review material 1. Use hall or wet area 2. Go outside

7 Give One, Get One Steps for the Strategy 1. Give each student a copy of the Give One, Get One worksheet. 2. Present the students with a concept or question with multiple possible answers. In their teams, students brainstorm possible answers without writing them down. When they agree that one of their brainstorms is a good one, they write it in the Give One column on their worksheets Repeat steps 3-4 until the Give One column is full. The team then stands. When all teams are standing, students raise their hands and find a new partner. After finding a new partner, each student gives one idea and gets one idea. They write the idea they got in the Get One column of their worksheet. The pairs separate, raise their hands, find a new partner and repeat steps 6- Students move to the outside of the room once their sheet is full, providing possible answers for students who haven t filled their Get One column. Students return to their tables and share their ideas from the Get One column. Give One, Get One Steps for the Strategy 1. Give each student a copy of the Give One, Get One worksheet. 2. Present the students with a concept or question with multiple possible answers. In their teams, students brainstorm possible answers without writing them down. When they agree that one of their brainstorms is a good one, they write it in the Give One column on their worksheets Repeat steps 3-4 until the Give One column is full. The team then stands. When all teams are standing, students raise their hands and find a new partner. After finding a new partner, each student gives one idea and gets one idea. They write the idea they got in the Get One column of their worksheet. The pairs separate, raise their hands, find a new partner and repeat steps 6- Students move to the outside of the room once their sheet is full, providing possible answers for students who haven t filled their Get One column. Students return to their tables and share their ideas from the Get One column.

8 1. Great way for students to collect key points to use for summarization. 2. Pre-Learning students would make a list of things they know about a topic and then share and collect ideas from classmates. 1. Present a question or topic, which will yield multiple answers (more than 20). 2. Model proper behavior for moving around the room. Encourage proper thanks to partners after swapping ideas. Teach needed social skills - Offering help (for students who haven t filled their Get One columns), greeting someone, appropriate noise level, appropriate parting comments, etc. 1. Great way for students to collect key points to use for summarization. 2. Pre-Learning students would make a list of things they know about a topic and then share and collect ideas from classmates. 1. Present a question or topic, which will yield multiple answers (more than 20). 2. Model proper behavior for moving around the room. Encourage proper thanks to partners after swapping ideas. Teach needed social skills - Offering help (for students who haven t filled their Get One columns), greeting someone, appropriate noise level, appropriate parting comments, etc.

9 Quiz-Quiz-Trade Directions 1. Students receive question cards. 2. Students pair up. Quiz: Partner A quizzes. Partner B answers. Partner A praises or tutors. Quiz: Partners switch roles. Trade: Partners trade cards. Students find new pairs and repeatedly Quiz-Quiz-Trade with new partners. Quiz-Quiz-Trade Directions 1. Students receive question cards. 2. Students pair up. Quiz: Partner A quizzes. Partner B answers. Partner A praises or tutors. Quiz: Partners switch roles. Trade: Partners trade cards. Students find new pairs and repeatedly Quiz-Quiz-Trade with new partners.

10 1. Responding to Text 2. Math Facts Spelling Words Social Studies/Science Concepts Study Guides 1. Precut cards 2. Distribute cards prior to lesson 1. Responding to Text 2. Math Facts Spelling Words Social Studies/Science Concepts Study Guides 1. Precut cards 2. Distribute cards prior to lesson

11 Directions 1. Students number off 1-2. Teacher asks a question and either has all students write a response or think of their response. Students share out their answer with the group. Students discuss and coach as needed until a common answer is found. Teacher calls a number 1-4; that student answers for the group. Repeat Directions 1. Students number off 1-2. Teacher asks a question and either has all students write a response or think of their response. Students share out their answer with the group. Students discuss and coach as needed until a common answer is found. Teacher calls a number 1-4; that student answers for the group. Repeat

12 1. Responding to Text 2. Colors/Letters/Shapes/Numbers Science/Social Studies questions Daily Common Core Review 1. Have #s already on desks 2. Use colors instead of #s Use deck of cards - ace-four to determine who shares out 1. Responding to Text 2. Colors/Letters/Shapes/Numbers Science/Social Studies questions Daily Common Core Review 1. Have #s already on desks 2. Use colors instead of #s Use deck of cards - ace-four to determine who shares out

13 Listen Right! Directions: 1. Teacher gives information in small chunks. Students, with pencils down, listen carefully for the key words, phrases, or ideas. 2. Teacher stops. Students write key points. Students share with a partner and make corrections on their papers. Teacher announces key points. Students celebrate and make corrections. Students put pencils down and the process is repeated from Step 1. Listen Right! Directions: 1. Teacher gives information in small chunks. Students, with pencils down, listen carefully for the key words, phrases, or ideas. 2. Teacher stops. Students write key points. Students share with a partner and make corrections on their papers. Teacher announces key points. Students celebrate and make corrections. Students put pencils down and the process is repeated from Step 1.

14 1. Delivery of new info. 2. Study guide or review 1. Teach the structure with familiar material. 2. Have preprogrammed paper according to the number of chunks. 1. Delivery of new info. 2. Study guide or review 1. Teach the structure with familiar material. 2. Have preprogrammed paper according to the number of chunks.

15 Graffiti board Directions 1. Place a piece of construction/chart paper in middle of table group. 2. Teacher reads a story or content area material aloud to students. Students each take a corner of the paper and they begin writing and/or drawing their thoughts about the book or topic being read in a graffiti fashion. The responses, ideas, comments, sketches, quotes, and connections do not have to be organized in any way they are brainstorms. At the conclusion of the reading, students each discuss their graffiti and share why they chose to write or draw what they did. Graffiti board Directions 1. Place a piece of construction/chart paper in middle of table group. 2. Teacher reads a story or content area material aloud to students. Students each take a corner of the paper and they begin writing and/or drawing their thoughts about the book or topic being read in a graffiti fashion. The responses, ideas, comments, sketches, quotes, and connections do not have to be organized in any way they are brainstorms. At the conclusion of the reading, students each discuss their graffiti and share why they chose to write or draw what they did.

16 1. Use with any read aloud 2. Listening Center Science/Social Studies material 1. Allow 4 different colors of marker/crayon 2. Have paper and markers already at the Center area 1. Use with any read aloud 2. Listening Center Science/Social Studies material 1. Allow 4 different colors of marker/crayon 2. Have paper and markers already at the Center area

17 Directions 1. Student One fans cards. 2. Student Two picks, reads, gives Think Time. Student Three answers. Student Four praises and tutors or paraphrases. Students rotate roles. Directions 1. Student One fans cards. 2. Student Two picks, reads, gives Think Time. Student Three answers. Student Four praises and tutors or paraphrases. Students rotate roles.

18 1. Responding to Text 2. Spelling Word Practice Sight Word Recognition Math Facts Study Guides 1. Precut strips 2. Distribute cards prior to lesson 1. Responding To Text 2. Spelling Word Practice Sight Word Recognition Math Facts Study Guides 1. Precut strips 2. Distribute cards prior to lesson

19 Talking Chips Directions 1. Teacher provides topic or question. 2. One student places a chip in center, begins discussion. Students use chips to continue discussion. Chips used up? Students collect chips, continue discussion. Talking Chips Directions 1. Teacher provides topic or question. 2. One student places a chip in center, begins discussion. Students use chips to continue discussion. Chips used up? Students collect chips, continue discussion.

20 1. Responding to Text 2. How did you solve the problem? Review of New Learning Creating a Group Story Phonograms/ Word Families Math Facts 1. Use di-cut foam to control noise 2. Keep chips in a baggy or envelope Distribute prior to lesson 1. Responding to Text 2. How did you solve the problem? Review of New Learning Creating a Group Story Phonograms/ Word Families Math Facts 1. Use di-cut foam to control noise 2. Keep chips in a baggy or envelope Distribute prior to lesson

21 Gallery Walk Gallery Walk gets students out of their chairs and actively involves them in synthesizing important concepts, in consensus building, in writing, and in public speaking. In Gallery Walk teams rotate around the classroom, composing answers to questions as well as reflecting upon the answers given by other groups. Questions are posted on charts or just pieces of paper located in different parts of the classroom. Each chart or station has its own question that relates to an important class concept. The technique closes with a oral presentation or "report out" in which each group synthesizes comments to a particular question. 1. Generate, write and post questions. 2. Prepare students Group students & assign roles Begin Gallery Walk Rotate and Add Content Return to starting point Share out Gallery Walk Gallery Walk gets students out of their chairs and actively involves them in synthesizing important concepts, in consensus building, in writing, and in public speaking. In Gallery Walk teams rotate around the classroom, composing answers to questions as well as reflecting upon the answers given by other groups. Questions are posted on charts or just pieces of paper located in different parts of the classroom. Each chart or station has its own question that relates to an important class concept. The technique closes with a oral presentation or "report out" in which each group synthesizes comments to a particular question. 1. Generate, write and post questions. 2. Prepare students Group students & assign roles Begin Gallery Walk Rotate and Add Content Return to starting point Share out

22 1. Gallery Walk can be organized for a simple fifteen-minute ice breaker 2. Gallery Walk can be organized for week long projects involving oral and written reports. Gallery Walk has the additional advantage of promoting cooperation, listening skills, and team building. 1. Think of four to five questions to use around a central class concept. 2. Before class time, write the Gallery Walk questions on large sheets. Post the questions on the wall around the class, giving sufficient separation space between sheets. Alternatively, questions can be placed on desks dispersed throughout the class. The first time Gallery Walk is used, give students instructions for carrying out the technique. Arrange students into teams of three to five. Provide each group with a different colored marker, pen, or crayon. 1. Gallery Walk can be organized for a simple fifteen-minute ice breaker 2. Gallery Walk can be organized for week long projects involving oral and written reports. Gallery Walk has the additional advantage of promoting cooperation, listening skills, and team building. 1. Think of four to five questions to use around a central class concept. 2. Before class time, write the Gallery Walk questions on large sheets. Post the questions on the wall around the class, giving sufficient separation space between sheets. Alternatively, questions can be placed on desks dispersed throughout the class. The first time Gallery Walk is used, give students instructions for carrying out the technique. Arrange students into teams of three to five. Provide each group with a different colored marker, pen, or crayon.

23 Jigsaw This activity is characterized by participants within a cooperative group each becoming expert on different aspects of one topic of study.. 1. Before presenting and teaching to the cooperative group, students form Expert Groups, comprised of individuals from different cooperative groups who have the same assigned topic. 2. Together, expert partners study their topic and plan effective ways to teach important information when they return to their cooperative groups. One way of teaching is for the expert group to display their information on paper. Participants return to their cooperative groups and then take their cooperative group on a Gallery Tour (walk around the room) to each display. Or participants can return to their cooperative groups and teach all members of their group as they are now the experts. Jigsaw This activity is characterized by participants within a cooperative group each becoming expert on different aspects of one topic of study.. 1. Before presenting and teaching to the cooperative group, students form Expert Groups, comprised of individuals from different cooperative groups who have the same assigned topic. 2. Together, expert partners study their topic and plan effective ways to teach important information when they return to their cooperative groups. One way of teaching is for the expert group to display their information on paper. Participants return to their cooperative groups and then take their cooperative group on a Gallery Tour (walk around the room) to each display. Or participants can return to their cooperative groups and teach all members of their group as they are now the experts.

24 1. Use with longer text selections that you want everyone to read, but don t have the time for everyone to read the whole text Teach the structure with familiar material. 2. Mark the text in advance of the reading Monitor their progress and check to see that all students are involved. 1. Use with longer text selections that you want everyone to read, but don t have the time for everyone to read the whole text Teach the structure with familiar material. 2. Mark the text in advance of the reading Monitor their progress and check to see that all students are involved.

25 Philosophical Chairs Philosophical Chairs is a technique to allow students to critically think and verbally advocate their beliefs in a safe and fun way. This technique also requires active listening skills by every student involved. Academic and social learning occurs when students use critical thinking to sort through differences in opinion which arise when presented with alternative perspectives, ideas or contradictions to what they have previously learned or believed. How to play: This can be done in any length of time, but probably no more than 20 minutes with a topic that students have not had time to prepare for. Or it could be the resulting exercise after a long unit of work. a. The instructor identifies a topic that has at least two sides and either writes it on the board or verbally reads the topic. b. OPTIONAL: The instructor may ask all students to first write down the prompt and then write down their argument before the round begins so that all students are engaged in the process. c. The room is divided into three sections: Pros, Cons, and Undecided. At this point students are given a chance to line up in either one of the sections. d. The round begins with one student from the PRO side verbally sharing the reason they have chosen their side while the rest of the class is actively listening. After that student has had a chance to speak their mind (no more than one minute), someone from the CON side shares their argument while the class is listening. e. The teacher/moderator may interject at any time to clarify inaccurate comments or falsehoods or to keep the activity moving. f. At any time, if a student is compelled to change sides (or leave the UNDECIDED section), they may do so, but they must share their reason for changing. g. Follow-Up activities: Have students write a reflection of the activity (exit slips?); Discuss the comments and arguments in class the next day. Philosophical Chairs Philosophical Chairs is a technique to allow students to critically think and verbally advocate their beliefs in a safe and fun way. This technique also requires active listening skills by every student involved. Academic and social learning occurs when students use critical thinking to sort through differences in opinion which arise when presented with alternative perspectives, ideas or contradictions to what they have previously learned or believed. How to play: This can be done in any length of time, but probably no more than 20 minutes with a topic that students have not had time to prepare for. Or it could be the resulting exercise after a long unit of work. a. The instructor identifies a topic that has at least two sides and either writes it on the board or verbally reads the topic. b. OPTIONAL: The instructor may ask all students to first write down the prompt and then write down their argument before the round begins so that all students are engaged in the process. c. The room is divided into three sections: Pros, Cons, and Undecided. At this point students are given a chance to line up in either one of the sections. d. The round begins with one student from the PRO side verbally sharing the reason they have chosen their side while the rest of the class is actively listening. After that student has had a chance to speak their mind (no more than one minute), someone from the CON side shares their argument while the class is listening. e. The teacher/moderator may interject at any time to clarify inaccurate comments or falsehoods or to keep the activity moving. f. At any time, if a student is compelled to change sides (or leave the UNDECIDED section), they may do so, but they must share their reason for changing. g. Follow-Up activities: Have students write a reflection of the activity (exit slips?); Discuss the comments and arguments in class the next day.

26 1. Write the statement on the board. 2. Use talking tickets, tokens or chips if a handful of students tend to dominate discussion. If the student who is speaking is looking at you, look at the students to whom they should be directing their comments. Use scaffolding techniques to prepare students for more advanced discussion topics. Be prepared to be comfortable with silent gaps. 1. One minute only in the hot seat 2. Repeat or rephrase what the last person said. Wait three seconds before responding to be sure the last person is finished. You cannot talk until the discussion passes 4 times after you have spoken. MOVE. PC is about movement. 1. Write the statement on the board. 2. Use talking tickets, tokens or chips if a handful of students tend to dominate discussion. If the student who is speaking is looking at you, look at the students to whom they should be directing their comments. Use scaffolding techniques to prepare students for more advanced discussion topics. Be prepared to be comfortable with silent gaps. 1. One minute only in the hot seat 2. Repeat or rephrase what the last person said. Wait three seconds before responding to be sure the last person is finished. You cannot talk until the discussion passes 4 times after you have spoken. MOVE. PC is about movement.

27 Cooperative Roles Carousel Feedback Steps: 1. Choose several major topics/concepts that are new to your students or that are being reviewed from a lesson previously taught. 2. Write each topic/question at the top of a piece of chart paper, and tape the paper to the wall. Following are some examples that you might use in your classroom: Before beginning a lesson on the civil rights era, you might post the names of some key people and events from this time in history to draw out students background knowledge. Upon finishing The Diary of Anne Frank, you might choose to pose different critical thinking questions about the novel as a means to review the story. Divide your class into groups of three or four and assign each group a different colored marker with which they will write their responses on the chart paper. Assign each group to a particular station or piece of chart paper. Give groups 1-2 minutes to discuss the topic/concept/question noted on the piece of chart paper among their group members and then write down everything they know or have learned about the topic on that particular piece of chart paper (using their assigned colored marker). After the allotted 1-2 minutes, each group should rotate to the next station where they will read the new topic/concept/question and what others have written about it, discuss it with their group, and add new information. Students can also write questions about things that other groups wrote (existing answers/notes about the topic/question). Continue this process until each group is back to their original station. Wrap up the brainstorming session by having a discussion about the topics on each piece of chart paper and reading/discussing what each group wrote, answering questions as you go. Have your students organize the information from the brainstorming session by using a graphic organizer, writing a summary, or doing a gallery walk, recording useful information. Carousel Feedback Steps: 1. Choose several major topics/concepts that are new to your students or that are being reviewed from a lesson previously taught. 2. Write each topic/question at the top of a piece of chart paper, and tape the paper to the wall. Following are some examples that you might use in your classroom: Before beginning a lesson on the civil rights era, you might post the names of some key people and events from this time in history to draw out students background knowledge. Upon finishing The Diary of Anne Frank, you might choose to pose different critical thinking questions about the novel as a means to review the story. Divide your class into groups of three or four and assign each group a different colored marker with which they will write their responses on the chart paper. Assign each group to a particular station or piece of chart paper. Give groups 1-2 minutes to discuss the topic/concept/question noted on the piece of chart paper among their group members and then write down everything they know or have learned about the topic on that particular piece of chart paper (using their assigned colored marker). After the allotted 1-2 minutes, each group should rotate to the next station where they will read the new topic/concept/question and what others have written about it, discuss it with their group, and add new information. Students can also write questions about things that other groups wrote (existing answers/notes about the topic/question). Continue this process until each group is back to their original station. Wrap up the brainstorming session by having a discussion about the topics on each piece of chart paper and reading/discussing what each group wrote, answering questions as you go. Have your students organize the information from the brainstorming session by using a graphic organizer, writing a summary, or doing a gallery walk, recording useful information.

28 Ways to Implement Management Model your expectations with students. 2. Use timers to keep students focused during rotations. Ways to Implement Management Model your expectations with students. 2. Use timers to keep students focused during rotations.

29 Cooperative Learning Roles Active Engagement Assigning roles to students is one way to encourage positive interdependence, interaction, and group processing, which are among the five key elements of working in cooperative groups. The following Cooperative Learning Roles are corresponding roles as they relate to Boy s Town social skills: 1. Coach-Helping 2. Praiser- Praising Others Gatekeeper-Equalizing Participation Reflector-Reflecting of Group Progress Encourager-Encouraging Others Cheerleader-Celebrating Accomplishments Question Commander-Asking for Help Checker-Checking for Understanding Taskmaster-Staying on Task Recorder-Recording Ideas 11. Quiet Captain-Not Disturbing Others 12. Materials Monitor/Manager-Materials Monitor Kagan, Dr. Spencer. Cooperative Learning. California: Kagan Cooperative Learning Roles Active Engagement Assigning roles to students is one way to encourage positive interdependence, interaction, and group processing, which are among the five key elements of working in cooperative groups. The following Cooperative Learning Roles are corresponding roles as they relate to Boy s Town social skills: 1. Coach-Helping 2. Praiser- Praising Others Gatekeeper-Equalizing Participation Reflector-Reflecting of Group Progress Encourager-Encouraging Others Cheerleader-Celebrating Accomplishments Question Commander-Asking for Help Checker-Checking for Understanding Taskmaster-Staying on Task Recorder-Recording Ideas 11. Quiet Captain-Not Disturbing Others 12. Materials Monitor/Manager-Materials Monitor Kagan, Dr. Spencer. Cooperative Learning. California: Kagan

30 Ideas and Tips 1. Use for team building activities 2. Use to review content Model your expectations with students Rotate roles to encourage students to develop a variety of important skills Use a timer Ideas and Tips 1. Use for team building activities 2. Use to review content Model your expectations with students Rotate roles to encourage students to develop a variety of important skills Use a timer

31 Four Corners Steps: 1. The teacher presents a statement, issue, or question. 2. The teacher provides four different responses and posts and/or states that each will be in a specific corner of the classroom. Students think about the statement, issue, or question, and then write down their corner selection. Students move to their corners, and they pair up to discuss their corner choice. Teacher calls on students from each corner to share with the class. Students may be asked to paraphrase the reasons of their partner. Four Corners Steps: 1. The teacher presents a statement, issue, or question. 2. The teacher provides four different responses and posts and/or states that each will be in a specific corner of the classroom. Students think about the statement, issue, or question, and then write down their corner selection. Students move to their corners, and they pair up to discuss their corner choice. Teacher calls on students from each corner to share with the class. Students may be asked to paraphrase the reasons of their partner.

32 Ideas and Tips 1. A great way to poll students and incorporate movement into the classroom 2. Model this activity for students Can be used to review vocabulary/content Can be used as a closure activity Ideas and Tips 1. A great way to poll students and incorporate movement into the classroom 2. Model this activity for students Can be used to review vocabulary/content Can be used as a closure activity

33 Simultaneous Round Table Steps: 1. Divide students into groups of four. Each person in the group has a piece of paper and pencil. 2. Teacher assigns a topic or question and provides think time Students respond to the question or prompt on their piece of paper Teacher signals time, students pass their paper to the person on their right Students continue, adding to what was already completed Continue starting at step Students can respond to the question or to the prior student response. Do not repeat answers. Kagan, S. and Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing. Simultaneous Round Table Steps: 1. Divide students into groups of four. Each person in the group has a piece of paper and pencil. 2. Teacher assigns a topic or question and provides think time Students respond to the question or prompt on their piece of paper Teacher signals time, students pass their paper to the person on their right Students continue, adding to what was already completed Continue starting at step Students can respond to the question or to the prior student response. Do not repeat answers. Kagan, S. and Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.

34 Ideas and Tips 1. Use questions that have multiple answers 2. Instead of a question, use a visual prompt Allow students to develop an add on story Use a timer to keep the activity on track Ideas and Tips 1. Use questions that have multiple answers 2. Instead of a question, use a visual prompt Allow students to develop an add on story Use a timer to keep the activity on track