Strategies for Town Hall

Transcription

Teaching Strategies for
Building a
Learning Community
Susan Kovalik & Associates
2005
Exceeding Expectations by Susan Kovalik &
Karen D. Olsen pg 9.3
Developing a
Sense of
Belonging
Developing a Sense of Belonging
A psychological imperative where students…
Know each other’s names
Participate as a member of their Learning Club
Practice active listening
Feel free to speak up in class
Refrain from Put-Downs
Are willing to work with new study partners
Welcome and immediately include new students and
visitors
Know and appreciate strengths of classmates
Exceeding Expectations by Susan Kovalik & Karen D. Olsen pgs 9.3, 9.4
¾
I’m so excited about teaching this today!
¾
You’re going to learn a great deal today!
¾
Give the person next to you a “high five”
and tell him/her you’re glad she/he is here
today.
¾
Tell the person next to you, “It’s going to
be a great day!”
Susan Kovalik & Associates 2006 ph
¾ Give
one direction at a time, keep
them short:
z
In ten seconds, when I say “go,” get into
groups of four. “Go.”
¾ Avoid
using “unnecessary” words.
¾ Invite participants to stand whenever
they wish – get the blood flowing.
¾ “Raise your hand if you understand
the directions.”
¾
Emphasize important information in the
positive form and give rationale
z
¾
¾
¾
Avoid sentences with “Don’t, You shouldn’t,” etc.
Personalize important information
Invite participants to help make decisions
for such important group tasks as: Show
me how much break time you need.
Ask participants to share their expertise
related to today’s topic.
I Didn’t Know…
Pair up with another participant that you do
not know very well.
Take a minute to find four things you have in
common.
At the command, join with another team and
find 4 things four of you have in common.
Plan to introduce this group.
Reflection: What did you learn about
yourself? Others?
Business FUNdamentals@businessfundamentals.com, 2005
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“Re-Mark-Able”
¾
After completing “How Are You Able?,”
personalize a bookmark by decorating it.
¾
Boldly write your name on one side.
¾
On the other side, write four “able” words
that best describe you!
¾
Share your “abilities” with others.
How Are You Able?
¾
Alone, list any words you can think of that include
“able.”
¾
Share your list with others in your Learning Club,
edit your list.
¾
Leave your Learning Club, compare your list with
two others’.
¾
Return to your LC, select four “able” words that best
describe you; share the words and describe how you
choose to be “able.”
Patty Harrington, Susan Kovalik & Associates 2006
If…
Check the Numbers!
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
is represented as:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Then…
K-N-O-W-L-E-D-G-E
11+14+15+23+12+5+4+7+5 = 96%
and
H-A-R-D W-O-R-K
8+1+18+4+23+15+18+11 = 98%
and
A-T-T-I-T-U-D-E
1+20+20+9+20+21+4+5 = 100%
AND
T-E-A-M-W-O-R-K
20+5+1+13+23+15+18+11=106%
DESIGN A NAMETAG
Choose some colors that represent you.
Print your name in capital letters in the center.
In the upper left, write your grade level.
Upper right: The animal most like you.
Lower right is your # of years in teaching.
Lower left-draw or write your favorite place to be.
In groups from 4-10…
Blow up and tie off balloon(s)
Distribute balloons evenly among the group
Holding hands, keep the balloon in the air
Keep balloon(s) in the air using body parts:
Below the waist
Head
Drop hands, bottom of feet
BOOP!
¾
Check your energy level right now. Describe it to a
friend.
¾
You will need one balloon per Learning Club, blow it
up and tie it off.
¾
Stand in a circle with your LC, one person holding
the balloon.
¾
At the signal, follow the direction of the leader.
¾
Describe how this activity changed your energy.
Bookmarks
Select the bookmark color you want,
write your name on one side.
On the other side, write or illustrate:
Top: a LIFESKILL personal
strength
Middle: important people in your life
Bottom: a professional goal you have for
this week (please record on post-it and add
to chart)
Briefly share your bookmark with your LC
Use the bookmark to mark important reading
this week
Extra Time? Develop a Team Handshake!
Patty Harrington, SK&A
Hold hands in large circle
Appoint a timer who has access to a second hand
At the signal, timer calls “go” and participants pass
balloons, one at a time, around the circle
Timer notes the time it takes to get the balloons
around the circle. Celebrate as a group, brainstorm
ways to beat your record, and try to beat your time!
Ready, Set, Forehead
Work with a partner…
Place a balloon or similar soft object
between our foreheads
With hands behind your backs, move across
the room without dropping the balloon
If the balloon drops, go back to the starting
point and start over
Race is over when all have completed the relay
Try back-to-back
Energize! by Carol Apacki page 128
Hold hands in large circle
At the signal, timer calls “go” and participants pass
balloons, one at a time, around the circle
At the signal, reverse the direction of the balloon
pass. Which LIFESKILLS will you need to use?
Reflection: What strategies worked best? How does
this activity simulate our everyday lives?
Let’s Get Moving!
Form groups of 3-4. Stand in a line, facing the same
direction, one behind the other.

Follow the leader’s directions.

“SWITCH”-first and last person switch places.

“CHANGE”-line turns 180°

“ROTATE”- front person goes to the end of the line

“FREEZE”- stop whatever you are doing

“MOVE”- walk forward; head of line is leader
© Chris Cavert & Sam Sikes, AEEE International Conference, 2001, http://www.fundoing.com/Group1.PDF
Team Puzzle
Divide puzzle pieces with your learning club
(some may get more pieces than others)
Write or illustrate on each piece hobbies; what’s
important to you…
Briefly share your pieces with your LC
As a team, assemble your puzzle
Display your puzzle on your table
Extra Time? Develop a Team Handshake!
List or illustrate three reasons you are lucky.
List or illustrate three reasons your students are
lucky to have you for their teacher.
Take a Scholar’s Stroll and discuss either of the
above with two or three friends.
How can this sort of activity affect students’
attitudes? Your classroom/school environment?
Patty Harrington, Susan Kovalik & Associates 3-17-06
Tongue Twisters
Choose a partner.
Decide who will recite first.
Select one of the following tongue twisters. Recite it 3
times in a row as quickly as possible.
Switch roles. Partner recites 2nd tongue twister 3 or
more times.
Recite the 3rd tongue twister together.
The Laughing Classroom, Diane Loomans & Karen Kolberg, H. J. Kramer Inc., Tiburon, CA, p. 123.
Slide 1
Tongue Twisters
Sixty-six sick chicks.
Strange strategic statistic.
Tie twine to three tree twigs.
Shy Sara saw six Swiss wristwatches.
The sixth sheikh’s sixth sheep’s sick.
Does this shop stock short socks with spots?
The Laughing Classroom, Diane Loomans & Karen Kolberg, H. J. Kramer Inc.,Tiburon, CA, p. 123.
Slide 2
Group Resume
With your Learning Club, create the following list:
- Total number of years you’ve each taught
- One area of expertise (hobby, subject area, or…)
per person
- One public service or good deed each of you has
done for others
Compile your information and develop a way you will
present your Group Resume to the whole group.
- each person must present in some way
- decide on a celebratory hand movement you
want the group to give you after you’ve finished.
Reflection: Discuss what you learned about our group.
Summarize our group: its strengths– any needs?
Patty Harrington, Susan Kovalik & Associates
Life Poem
Grade Five Student, Lancaster, IN
I am from soapsuds overflowing the silver sink,
From terrific smells coming from the black oven,
From fragrant soap coming out of the steaming dishwasher,
And rich chocolate chip cookies cooling on a wire rack,
I am from home-filled with love, ringing out with laughter.
I am from flowerbeds surplus with Hostas and Daylilies,
From plants in the garden with an immense amount of water,
From a squeaky, rusted, swing set,
And playful children playing an aggressive game of
basketball,
I am from my property-filled with laughing children having
great fun.
I am from the RCA Dome crowded with Colts fans,
From waving yellow cornfields rising lengthily into the sun,
From Nick’s greatest tenderloins, made to perfection,
And the sand of the dunes sparkling in the sunlight,
I am from the Hoosier State-proud, thankful and content.
I am from Mt. Rushmore surplus with presidents’ faces,
From the Statue of Liberty standing tall and proud,
From amber waves of golden grain,
And the fascinating Liberty Bell,
I am from the United States of America-proud and free.
I am from great German farmers churning
up the charcoal soil,
From the Indians who were ever so brave,
From construction workers of all sorts, building
and renewing ancient places,
And uncles and aunts who helped the Amish,
I am from my ancestors-hardworking and caring.
I am from a terrific college,
From getting married to a wonderful man and having
children,
From the great hospital in Tennessee, working with my best
friend, Shana,
Having a chapel with a gigantic congregation; living together
in a colossal mansion.
And a garage filled with scrumptious chocolate bars,
I am from my future-successful and filled with joy.
Life Poem
Content:
1- present, home
2- childhood
3- province
4- nation
5- roots, family
6- future
Format- Each Stanza:
I am from …
From …
From …
And …
I am from…
One Minute Celebration…
Share something positive that has recently happened
for you (personally or professionally)
1. one sentence
2. one person at a time speaking
3. person whose home address adds up to the
lowest number shares first, then clockwise:
124 Banbury Way (7)
- Reflection: How important is it that we
periodically share these kinds of experiences with
our colleagues?
Adapted from Classroom Activators by Jerry Evanski
A Nonverbal Introduction
1. Think of at least three things you like to do.
2. Visualize: “What do I look like when I do this?”
3. With a partner you have two minutes to…
Nonverbally communicate what you like to do
You may use visuals, pictures, gestures, signals,
artifacts, movement, etc.
4. Discuss with your partner:
a. How accurate were you describing yourself?
“Reading” your partner?
b. What were the better clues given? Challenges?
Games Trainers Play by John Newstrom and Edward E. Scannell p. 177
Clock Appointments
12
9
3
1. Draw a clock.
6
2. Move around the
room; stop with signal.
3. Record name of person, take turns discussing the question
4. Repeat. Keep your clock!
Trading Places
Reflect on your travels, hobbies, and interests.
Write one experience on each Post- it Notes!
Attach the Post-its to your clothing.
Mingle in the group and trade some personal Post-Its
Notes for others that represent something you would
like to try in your life.
Share what and why you made the trades you did during
Town Hall Meeting.
© Sizzle Substance: Presenting with the Brain in Mind, Eric Jensen, p. 196
Spot Light
Sit in a circle with your Learning Club members.
Select one person to be “it.”
Everyone gets 60 seconds to positively acknowledge the
person in the “spot light.”
The listener is to remain silent and bask in the light or
say only “Thank you.”
Rotate through the circle so that each person has an
opportunity to be in the “spot light.”
Adapted from an activity in
© Tools for Engagement: Managing Emotional States for Learner Success; Eric Jensen, p. 195
Resume
Design a resume poster. Include information that
describes you; e.g., hobbies, height, eye color,
favorite foods, family. Write your name on the back
of the paper.
Turn your sign in to be posted on the resume wall.
Read the posters. Write the name of who you think the
person is at the bottom of each poster.
Check your predictions for accuracy.
© Trainer’s Bonanza, Eric Jensen, p. 51
Try
, Tr
y Ag
Work with your Learning Club…
ain!
Each member rolls a sheet of paper into a
tube and secures each end with a paper clip
Hold all tubes end-to-end to make one long tube
The challenge: pass a small item such as a
penny through the long tube
If the object falls, the person who dropped it
picks it up and tries again
Send it back to the beginning and celebrate!
I Didn’t Know!
Pair up with another participant that you do not
know very well.
Take 30 seconds to find five things you have in
common.
At the command, join with another team and find 5
things four of you have in common. Share.
Reflection: What did you learn about yourself?
Others?
Business FUNdamentals@businessfundamentals.com, 2005
Who Am I?
Form a circle.
Introduce yourself by making a gesture e.g., tug
on the ear, and alliterating to your name (I’m
wonderful Wendy).
Next player, point to the first player. Repeat
the person’s name, attribute and gesture.
End the game with the first person having to
repeat everyone else’s name and gesture.
Changing Views
With your Learning Club, line up according to
height; shortest on left, tallest on right
Stand so all groups create a square around the
perimeter of the room.
As leader stands in center and faces a different
position, all teams move (individually, not holding
hands) to face the same position, in order of height
After each pivot and realignment, check to see if
everyone’s in correct formation.
Name It!
Trustworthiness: The best way I know to build trust amo
my students is to…
Truthfulness: The most difficult thing about truthfulness
Active Listening: I know when someone is actively
listening to me when…
No Put-Downs: The impact put-downs has on learning is
Personal Best: Of the LIFESKILLS,
strength for me because...
_______ is a
Oh, K!
In groups of 5-8…
Stand in a close circle
Without discussion, in random order, and one
person at a time, say the alphabet from A to K
If two people say the same letter at the same
time, begin again with “A”
When your group reaches the letter K, join
hands, raise them and say, OK!
Discuss strategies you used
Once Upon A Time
By yourself, select one of the following: a particular
nursery rhyme, fairy tale or Aesop’s Fable.
Identify 3 LG/LS that are represented in the one you
chose.
Share your selections with a partner.
Meet with another set of partners and exchange
information with them.
©Created by Sue Pearson, Susan Kovalik & Associates, 2002
Line Up # 1
Form groups of 10 or more.
Listen and move silently!
Process your self according to the data given.
Regroup each time new data is shown on the
screen.
Kim’s Korner for Teacher Talk, Kimberley Steele, kimscorner4teachertalk.com, 2004
Slide 1
Line Up # 2
In Learning Clubs, line up…
Alphabetical by best friend’s first name.
Alphabetical by favorite food.
Length of hair.
Shoe size.
Birthdays (month, date).
# of years in teaching.
Kim’s Korner for Teacher Talk, Kimberley Steele, kimscorner4teachertalk.com, 2004
Slide 2
Combine learning clubs so you have 6-8
standing in a tight circle
Everyone looks down at their feet for 10
seconds
Without talking, raise heads and hold eye
contact with one person
Celebrate with a wave when your group is able
to successfully find eye contact with just one
other person. Try it again!
Adapted from Classroom Activators by Jerry Evanski page 98
Two Truths and an
Exaggeration
Think of two truths about yourself that not
many others know and one exaggeration.
Write your truths and exaggeration on a Post-It
and place it on the Two Truths board.
As the truths and exaggerations are read, try to
guess who they represent.
After three guesses, the “real” exaggerator stands
and briefly answers questions from others.
Silent Partner
Follow directions to match up with a partner.
Introduce yourself to your partner in a NONVERBAL way. Use drawings, signs, gestures,
signals, etc. e.g., Share hobbies, interests,
family.
Plan on 2 minutes for each partner.
Follow with a verbal check-up for accuracy.
© Games Trainers Play; Edward J, Scannell; p. 177
Choose the length of yarn you “need.”
Compare your pieces of yarn; the person with the
longest piece begins.
Spinning the yarn around a finger, tell your learning
club about yourself – your hobbies, family, favorite
part of your teaching day…
Continue the “yarn spinning” clockwise around your
learning club until all have had a chance to share.
When finished, discuss what you learned as well as
what you have in common.
Adapted from Classroom Activators by Jerry Evanski pg 84
Me, Too!
Find someone who has at least three of the
following attributes. Write his or her name next
to the attribute and discuss what else you have in
common that you cannot see!
•Has a different color hair than yours
•Wears glasses
•Has same number of siblings
•Enjoys the same favorite foods
•Has seen same movie or read same book
Mirror, Mirror
Find a partner and face each other.
Pretend you are looking into a mirror and your
partner is your mirror image.
Make movements in front of this mirror. It is up
to your partner to make corresponding mirror
images.
After a while, switch roles and you be the
mirror image for your partner.
Which part was easier? You or mirror image?
Multiple Intelligences -Spencer Kagan p. 10.44
Mirror, Mirror #2
Watch the presenter carefully.
Mimic the his/her actions.
Do them at the same time.
Reflection: What was easy (hard) about
this activity?
Multiple Intelligences -Spencer Kagan p. 10.44
Do What I Did!
Watch the leader carefully.
Do the action before the one the
leader is currently doing. HINT:
You will always be one action behind
the model.
Flashcard
Fact Learning: Each team uses flash cards to
learn the names and background information
(hobby, unusual experience) of their
teammates.
Flashcards have student’s name on one side and
facts about the student on the other side
Mastery Structure; excellent for memorization
© Cooperative Learning, Spencer Kagan, Resources for Teachers, 1994, p.8.3
Uncommon Commonalities
List as many uncommon commonalities as they can.
(Uncommon commonalities are things which team
members have in common which make them unlike
other teams).
Favorites: foods, sports, hobbies
Places: they have been, have not been
Family: number of members, kind of house
Share your findings with another Learning Club
Mastery Structure
© Cooperative Learning, Spencer Kagan, Resources for Teachers, 1994, pp.8.3-8.4
Team Juggling

Form teams of 2 or 3 people.

Make three paper balls (each person)

Establish a pattern-e. g., three on table, three in the
air

Variations: Stand further apart; use one hand; add
more balls; change teams.

Reflection: What was easy? Hard?
Adapted from:
© Cooperative Learning, Spencer Kagan, Resources for Teachers, 1994, p. 8.13
FACT or FICTION?
When it is your turn, tell 3 pieces of
information about yourself:
Two are the TRUTH
One is a FIB!
Learning Club members will decide whether they
are hearing “truth” or “fib.”
(Variation: Show 1 finger for truth, two fingers for a
lie)
The Name Game
Prepare to introduce yourself to the
group by standing up, stating your name,
and associating it with an item you would
bring on a picnic. E.g. “My name is Sue
and I brought a canoe!”
Listen carefully so that you can repeat
the names of those who share before
you do. Support your teammates.
© Games Trainers Play; Edward J, Scannell; p. 196
GREAT GROUP
~ REFLECTIVE THINKING ~
Select a “great group” to which you have belonged.
Identify the attributes of that group.
Share your “great group” reflection with your
Learning Club.
Create a composite of all ideas.
© Susan Kovalik & Associates, 1998
Round Robin
Sit or stand in a circle (whole group,
Learning Club).
Decide who will be first to share.
Prepare to offer your thoughts/opinions on the topic
as given.
Select 2 or more LIFESKILLS that will assist you in
this task. Share.
Reflect on your selection of LIFESKILLS.
Adapted from
Round Robin Choices
I Am: Students each introduce themselves to the group.
They use “I am. . “
Dream Car: Students in turn name their dream car and
one reason why they chose that one.
Ideal Vacation: Students share how/where they would
spend a one-week all expenses paid vacation
I Would Be: Students say whom they would be if they
were an animal, a bird, etc.
Emotion Motion
Create an emotion using motion (e.g., hitting hand in fist
– frustration).
Go around the group practicing each person’s motion.
Watch the leader do his/her own motion and one other.
When you see your motion, you must do yours and
another.
Use non-verbal language for support.
© The Caring Classroom, Laurie S. Frank, p. 99
Energizers
Energizers are interactive
cooperative activities that bring
people together. They involve
movement, extra energy, and more often
than not, laughter! Laughter and
movement activate endorphins in the
brain which gives us a sense of wellbeing.
Energizers are frequently used to “get
the wiggles out” and refocus the
learner. Most of all, they are fun!
Pop Up
Everyone sits on floor or in a chair
Anyone stands, any time but only for
5 seconds at any time
Anyone may choose to stand again
As long as there are exactly four people
standing at all times!
Ready, Aim, Forehead
Work with a partner…
Place a balloon or similar soft object
between our foreheads
With hands behind your backs, move across
the room without dropping the balloon
If the balloon drops, go back to the starting
point and start over
Race is over when all have completed the relay
Try back-to-back
People to People
Stand with a partner
1. Leader says, “Knee to knee,” partners
touch knees
2. “Toe to toe,” partners touch toes with a
new partner
3. Leader finds a partner, person left
without a partner leads calling out
different body parts.
More New Games, page 165
Tongue Twisters
Choose a partner.
Decide who will recite first.
Select one of the following tongue twisters. Recite it 3
times in a row as quickly as possible.
Switch roles. Partner recites 2nd tongue twister 3 or
more times.
Recite the 3rd tongue twister together.
Slide 1
Tongue Twisters
Sixty-six sick chicks.
Strange strategic statistic.
Tie twine to three tree twigs.
Shy Sara saw six Swiss wristwatches.
The sixth sheikh’s sixth sheep’s sick.
Does this shop stock short socks with spots?
The Laughing Classroom, Diane Loomans & Karen Kolberg, H. J. Kramer Inc.,Tiburon, CA, p. 123.
Slide 2
Gotcha’!
Everyone stands in a tight, shoulder-toshoulder circle.
Hold left hand out flat, near person to left.
Gently point right finger down, on palm of person
to right.
At the signal, try to lift your finger from the right
before getting caught, and try to grasp finger of
person to left.
If you successfully grasp your neighbor’s
right finger with your left hand, give a
cheer!
Dr. Jean Blaydes-Madigan, Neurokenisiologist
“Ex -TENSE- ions”
Stand in front of a chair or wall, arm
extended, fingers out in front, barely
touching the wall or chair.
Flex arm and make a fist. Hold for 10
seconds. Release the fist…
Extend arm again and notice what happens.
Do same with other arm. Discuss what
you noticed.
Shake it off, both arms. Discuss
STRETCHING
• Stand up.
• Take a deep breath and exhale completely.
• Learning Club leaders move your teams through a round
of stretches.
• Share the key points of the presenter’s talk as you
move.
• Variation: slow exercises/dance steps
© Tools for Engagement: Managing Emotional States for Learner Success: Eric Jensen. P. 37
Creating
Common Ground
Creating Common Ground
To create common ground, teachers must help
students to:
Create and maintain the conditions that make it
safe to disagree
Understand that it is okay to hold differing
opinions
Realize that it is equally okay to change one’s
mind without it being considered a sign of
weakness or of losing face
Learn to solve problems and make decisions together
Exceeding Expectations by Susan J.Kovalik & Karen D. Olsen pgs. 9.4
¾
Thumbs Up
¾
Nod Your Head
¾
Shrug Your Shoulders
¾
Show me your left (or right) elbow
¾
Give me a foot waive
¾
Waive at me
¾
After listening to content:
z
Take ten steps and join 2-4 others
z
Discuss what you learned that was:
• New
• Review
• Interesting
z
If there are questions, note them
z
At the signal, find you way back to your seat
It’s Puzzling!
As a Learning Club:
Look at the cover of the puzzle box. Study the
picture/illustration.
Turn them over so that the blank sides are facing up
on the table/desk.
Dump the puzzle pieces on the table.
Without talking, assemble the puzzle.
When completed, slide a piece of paper or cardboard
under the puzzle and flip it over.
Compare
your puzzle with the box cover.
© Created by Sue Pearson, SKA, 1995
It’s Puzzling!
When the music starts, walk around
the room.
Find a jigsaw puzzle piece and
bring it to the table. Then find
another piece it fits to.
Walk around again, find another piece and fit it
to the puzzle. Keep doing this until the puzzle
is finished.
Janice LaVore, Director of Customer Care for Fortune 100 Company
http://www.topten.org/content/tt.AU20.htm
Envelopes on
the Wall
Take an envelope, open the flap
and write a question on the inside of the flap.
Read others’ questions on their envelopes and
post your suggestions on strips of paper. Place
the strip in the envelope with the question.
Consider writing your name and contact
information on your strip of paper.
Read and share one suggestion you received.
50 Creative Training Closures: Lynn Solem & Bob Pike pp. 31 & 32
Alligators in the Pond!
In groups of 5-8…
Place the 17” x 11” paper on the floor
Work together to insure that all members of your
group are standing on the paper
No part of anyone’s body can be off the paper
When sure you have accomplished this task,
celebrate, fold the paper in half (8.5” x 5.5”) and do
it again!
Discuss with your group what worked, what was difficult,
and changes you would make if doing this again.
Class Building
Innies & Outies: Students stand in two
concentric circles, inner circle faces
out, outer circle faces in. Make a
quarter right turn. Walk until the music
stops. Face new partner and share
information as directed by the teacher.
Mastery Structure: excellent for
practicing skills and facts
Problem-Solving Circles
1. Present a situation.
2. Create a graphic organizer
stating the problem at the
center.
Cleanup is
slow
3. List possible solutions out from
the center.
4. The last listing includes possible
benefits of solving the problem.
Try various brainstormed solutions. Discuss what works,
what doesn’t work, and why. Continue the process if
necessary.
Are You Listening?
With a partner, number off 1, 2.
At the signal, one person becomes the expert,
sharing what s/he has learned and the other
becomes the active listener.
After two minutes, reverse roles to review
the content learned.
Discuss how this strategy was helpful for
you. What were the challenges?
Before Moving On…
Before moving to the next lesson…
Person to the right of #2 at each table
becomes “Task Leader” of the Learning Club.
Before distributing materials for a new task, Task
Leader listens to each individual who shares
something he/she learned from the previous lesson.
Each member of the Learning Club
compliments the speaker with a smile or
“Awesome!” statement.
It’s Snowing
Each individual needs:
1 piece of paper (scratch is fine)
1 pencil
After content has been taught and inquiries have
been completed, each individual writes one way
he/she can use this information in his/her life,
crumples the paper and tosses it into a circle.
Another individual picks up this paper, reads it
and looks for a connection to his/her learning.
Discuss what you learned as a result of this activity.
Is For…
Working with your Learning Club…
On a piece of paper, list the alphabet from A
to Z.
As a Learning Club, list at least one word
related to content just learned next to each
letter of the alphabet.
At the signal, compare your list to others so
you have as many words as possible.
Clues On My Back
Groups of two…
1. Think of a question related to content just
learned.
2. Draw a picture or write the question on a
Post It note and place it on your
partner’s back.
3. Partner uses words or pictures to
guess the question.
Example: Hippocampus (written on back)
“Short term memory center in brain.”
(answer)
What is
Hippocampus?
Find the Patterns!
Below are four (4) questions and a
bonus question. Answer them instantly.
Let's find out just how clever you really
are.
--Anonymous
First Question:
You are participating in a race. You overtake
the second person. What position are you in?
Answer:
If you answered that you are first,
then you are absolutely wrong! If
you overtake the second person and
you take her place, you are second!
Second Question:
If you overtake the last person, then
you are...?
Answer: If you answered that you are
second to last, then you are wrong
again. Tell me, how can you overtake
the LAST Person?
Third Question:
Very tricky math! Note: This must
be done in your head only.
Do NOT use paper and pencil or a calculator. Try
it.
Take 1000 and add 40 to it. Now add another 1000.
Now add 30. Add another 1000. Now add 20. Now
add another 1000. Now add 10. What is the total?
Did you get 5000?
The correct answer is actually 4100.
Don't believe it? Check with your calculator!
Take 1000 and add 40 to it. Now add another
1000. Now add 30. Add another 1000. Now add
20. Now add another 1000. Now add 10. What is
the total?
Fourth Question:
Mary's father has five daughters: 1. Nana,
2. Nene, 3. Nini, 4. Nono.
What is the name of the fifth daughter?
Answer: Nunu?
NO! Of course not.
Her name is Mary. Reread the question!
60 - Second Speeches
Take 15 minutes to create a 60 - second speech
on a topic of your choice (e.g., hobby, sport,
family, talent)
Use note cards if they will help you.
Present your speech to your Learning Club.
Process the experience with the listed
questions.
Slide 1
60 - Second Speeches - Questions
What was the most difficult part of this inquiry for
you?
How did your audience treat you? Were they helpful?
Attentive? Disruptive?
What strategies did you use to complete this inquiry?
Did you consider this a risk? Why or why not? What do
you find risky?
How do you usually handle situations that
are difficult for you?
Slide 2
Who/Where Am I?
Report to the presenter.
Get a tag for your back.
When you hear the chimes, walk around the room.
Ask questions that can be answered “yes” or “no” to
identify clues that will help you determine who or
where you are.
When you have the answer, go back to your place.
Reflect on whether this was hard or easy for you to do.
Janice LaVore, Director of Customer Care for Fortune 100 Company
http://www.topten.org/content/tt.AU20.htm
Send to a Spot
Listen to the organizing directions.
Report to your station.
Complete the activity.
Return to your Learning Club.
Share one insight or piece of information.
Listen as the other Learning Club members share their
information.
Decide which other station you want to visit.
Valuing Differences
Value Lines: Where do I stand? Students mark
their position on a set of value lines indicating
their preferences.
What values are most important? Teammates
rank from most to least important: world
peace, family security, happiness, an exciting
life, wisdom, self-respect, salvation, inner
harmony.
Art from the Heart
Squiggle Art: Each student draws one line
on a piece of paper and then passes the
paper to the right. Each student adds
one more line before passing the paper
on. Goal: try to create a picture.
Developing Synergy - Adapted from
© Cooperative Learning, Spencer Kagan, Resources for Teachers, 1994, pp. 8.11-8.13
Statues
Come to the front of the room when your
name is called.
Pose in a position that reminds you of something
you’ve learned in our sessions.
Each person will add on to previous positions.
Think of a name for your final project-e.g., an
invention, a human brain, or a model of the
future.
Based on a childhood game - Sue Pearson
The State of Things
Form a circle. Step back a little after the circle is
formed.
Identify the flower and insect for your state.
Count off! Rose-ladybug-rose-ladybug- repeating until
everyone is labeled.
Hold hands with a good grip.
On the count of 3, flowers will lean in-birds will lean out.
Support each other. Reverse.
Adapted from:
BUILDING COMMUNITY
With your Learning Club, decide on 3
LIFESKILLS you will use to complete this
activity:
group name handshake
team cheer/handshake and
motto

Share this information with another Learning
Club when it is time. The Learning Club with
the most GREEN clothing will go first.
Sue Pearson, Susan Kovalik & Associates
RALLYTABLE
Grouping: Learning Clubs
Purpose: Extend thinking, check for mastery.
Reflect on information learned during direct
instruction, reading, the end of the day, a topic of
study, or…
Directions: Students pass a paper from one person
to the next and write answers to a problem which
has many answers. When time is called they compare
their answers with those of other Learning Clubs.
Variations: Use with such strategies as Venn
diagrams, categorizing, comparing, etc.
Dr. Spencer Kagan, Cooperative Learning, pg. 10:13
I’m OK, I Really Am!
Think about the following 3 areas of your life - childhood,
in school, and now.
Recall one event from each of these that
you did or something that happened to you
that made you proud. Write them on a Post-It Note!
Form groups of 3. One person share. The next person
shares what the person probably meant.
The third person writes a compliment on a Post-It Note and
attaches it to the speaker’s clothing.
Repeat the process until all have been heard.
© Taking Action: The Big Book of Team Building Games by John Newstrom and Edward Scannell,
McGraw Hill, 1998, pp. 75-76
NUMBERED HEADS
Grouping: Learning Clubs
Purpose: Check for mastery. Reflect/discuss information
learned during direct instruction, reading, at the end of a topic
of study, or…
Directions: Sit in Learning Clubs (LC). Each LC has a number
and each student within each LC has a number. Teacher asks a
question, calls “Numbered Heads Together” and LC’s have one
minute to discuss an answer. Teacher calls LC # and student
#. That student is responsible for sharing the answer to the
question.
Variations: Learning Clubs have slates, teacher calls “all #2’s”
and all #2’s record their answer and hold up the slate.
Teacher can also call on several #2’s for oral answer to get a
general understanding of student mastery.
Dr. Spencer Kagan, Cooperative Learning,
page
Spencer
Kagan:10:2
Cooperative Learning ©
Brain Benders
Work with your Learning Club to “decode” these
brain benders.
Do not let other groups hear your answers.
Be prepared to share.
Discuss the LG/LS used to solve these “brain
benders.”
Slide 1

26 L. of the A.
Brain Benders
7 W. of the W.
13 S. on the A. F.
32 D. F. at which W. F.
54 C. in a D.
8 S. on a S. S.
12 S. of the Z.
200 D. for P. G. in M.
Create 2 brain benders with your
Learning Club. Write them on the chart.
Slide 2
PERSONAL BEST
GALLERY WALK
Grouping: Whole Class
Purpose: Boost the level of thinking and creativity.
Directions: After beginning a project (individual or
group) allow students to walk around the room to see
how other students are doing their personal best work.
Then allow them to go back to their projects and use the
best ideas they saw to improve on their own work. This
will boost the level of student thinking substantially!
Reflection: How did Gallery Walk affect the quality of
work you ultimately did? How does it feel to share your
ideas with others? How did you improve on the ideas
you saw used by others?
Spencer Kagan: Cooperative Learning ©
Let’s Get Moving!
Form groups of 3-4. Stand in a line, facing the same
direction, one behind the other.
Follow the leader’s directions.
“SWITCH”-first and last person switch places.
“CHANGE”-line turns 180°
“ROTATE”-front person goes to the end of the line
“FREEZE”-stop whatever you are doing
“MOVE”-walk forward; head of line is leader
WANTED: Past or Present!
With your Learning Club:
Identify a famous person (living or dead)
List two Life-long Guidelines/LIFESKILLS strengths
this person has (had) and explain your reasoning.
Select two Life-long Guidelines/LIFESKILLS that
this person needs (needed) to develop.
Prepare to share your thoughts when called on.
The 19th LIFESKILL
As of now, there are 18 LIFESKILLS that “define,” or
are attributes, of Personal Best. In your Learning
Clubs…
Brainstorm other attributes for Personal Best. Select
one to nominate to be the 19th LIFESKILL.
Design a poster that includes the name of the
LIFESKILL, a definition, and illustration.
Prepare to share your reason(s) for nominating this
LIFESKILL to be #19.
WHAT’S IN A WORD?
Work with your Learning Club to write as
many words (two letters or more) as you
can using the letters in . . .
PERSEVERANCE
as
are
an
©Created by Sue Pearson, based on childhood game, Susan Kovalik & Associates, 2002
People to People
Listen to directions…
1. Think about three things you learned
today. Be prepared to share each idea
separately.
2. 16 Steps, Knee to knee
3. 20 steps, Toe to toe
4. 5 steps, Shoulder to shoulder
Taking
Action
Taking Action
The goals of this stage of group development are to:
Strengthen the sense of belonging through working
together to accomplish an agreed upon task
Give students practice in applying the personal and
social skills needed to create and maintain common
ground
Provide practice using the concepts and skills of
our curriculum in real-world situations
Give students practice using the levers of our
democratic society to affect change for the common
good
Exceeding Expectations by Susan J. Kovalik & Karen D. Olsen pgs 9.6
RESIDENT EXPERT
Select one “expert” from your Learning Club.
The “expert” will select a topic from one of the centers,
announce the topic to the Learning Club, and then go
study it.
The remaining club members will create questions to ask
the “expert.”
Finally, the group visits their expert at the station to
ask the questions.
Reflect on your experience.
© Tools for Engagement: Managing Emotional States for learner Success; Eric Jensen; p. 46
What Is Your Vision?
Brainstorm (intrapersonally) for 2 minutes
developing a mental image of what your work
situation would ideally be like a year from
now. Prioritize your thoughts.
Share your visions. Limit comments to one
minute.
Post the descriptions on a flip chart.
Identify those under the group’s control.
Make an action plan.
© Taking Action: The Big Book of Team Building Games by Johm Newstrom and Edward Scannell,
McGraw Hill, 1998, p. 101.
Brain Bingo
In your Learning Clubs, brainstorm words that
are based on the topics we are discussing.
Create questions that have these words as
answers.
Fill in your BINGO grid using eight words from
the list. Keep the “free” space open.
As the questions are read, cover any answers
you have on your card.
When your card is filled in, call out
B-R-A-I-N-O!
Adapted from an activity in
Sing-A-Long
Select a well known song (e.g., Row, Row, Row Your Boat,
Happy Birthday).
Write new lyrics teaching the group about today’s
topic/information.
Practice singing the new lyrics. Add movements that
help teach the content.
Teach the song to the whole group.
Reflect on any changes you would make.
Expert Interviews
Divide into two groups. Group A are the experts
on today’s topic. Group B are the famous
reporters.
Each reporter meet up with an expert.
Interview him/her for 2 minutes
to “get the info.”
Reverse roles.
Reflection: Which role was easier
for you to play?
Commercial Time!
Form teams of 3-5 participants.
Produce a quick commercial using the content from our
training sessions.
Include movement and music.
Practice your commercial.
Present it to the group to “sell” the content.
Time Frame: 20 minutes
© Sizzle Substance: Presenting with the Brain in Mind, Eric Jensen, p. 195
Resources
Business FUNdamentals@businessfundamentals.com
Chris Cavert & Sam Sikes, AEEE International Conference, 2001, http://www.fundoing.com/Group1.PDF
The Caring Classroom, Using Adventure to Create Community in the Classroom and Beyond by Laurie S.
Frank
Classroom Activators by Jerry Evanski, EdD
Cooperative Learning by Dr. Spencer Kagan
Energize! by Carol Apacki
Exceeding Expectations by Susan J. Kovalik & Associates
Games Trainers Play by John Newstrom and Edward E. Scannell Janice LaVore, Director of Customer
Care for Fortune 100 Company http://www.topten.org/content/tt.AU20.htm
Kim’s Korner for Teacher Talk, Kimberley Steele, kimscorner4teachertalk.com
More New Games by Andrew Fluegelman
Multiple Intelligences -Spencer Kagan
Sizzle Substance: Presenting with the Brain in Mind, Eric Jensen
Taking Action: The Big Book of Team Building Games by John Newstrom and Edward Scannell
The Laughing Classroom, Diane Loomans & Karen Kolberg
Tools for Engagement: Managing Emotional States for Learner Success; Eric Jensen
Trainer’s Bonanza, Eric Jensen
The purposes for calling a Town Hall Meeting
are:
Nurturing ongoing community building at each
stage of group development through a
variety of agendas
Solving problems affecting the entire class
Developing or revising written
procedures or other guidelines or
criteria/rubrics in order to create
greater self-directedness in
learning and self-governance of
the classroom by students
Exceeding Expectations by Susan Kovalik &
Karen D. Olsen pg 9.7 1/2
The purposes for calling a Town Hall Meeting
are:
Making decisions about class projects
Learning necessary skills for participating
in and leading formal meetings
Experiencing firsthand civics
lessons embedded in the
curriculum standards
Exceeding Expectations by Susan Kovalik & Karen D. Olsen pg 9.7 2/2