AVID COLLABORATION STRATEGIES PRESENTED BY ROBYN LATORRE

Today we will look at one collaboration activity in 4 different ways, but first...

WHAT IS AVID

AVID's mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
A structured college preparatory system working directly with schools and districts, that is designed to directly support first-generation college goers, grades 4-16, but requires a schoolwide approach to curriculum and rigor.
So Thanks! Because you have taken the first steps to employing tried and true strategies that require more of your students and less from you in the learning process.
AVID CLASS OF 2020

How to know when to Collaborate or Cooperate

COLLABORATION

So why collaboration in the classroom?

FIRST AND FOREMOST, THE STUDENTS MUST MUST MUST FEEL COMFORTABLE IN ORDER TO COLLABORATE!

In Collaborative Classrooms, teachers facilitate an authentic exchange of ideas and students learn to become caring, principled people as well as thoughtful, disciplined learners. Try it NOW: Innovation is messy so don't be afraid if a strategy doesn't work the first time, or if it needs tweaking to work with your students. NO PROCESS IS ONE SIZE FITS ALL!

Teachers who use the Collaborative Classroom model make an intentional shift from having a classroom where they do the majority of the talking to constructing a learning situation where they are facilitating it through student thinking and talking.

So without further ADO, let's start collaborating

Carousel Collaboration Strategy

Carousel Activity is a communicative and interactive opportunity for students to get up and move around a room in a circular fashion (much like a real carousel might do), stopping intermittingly to comment, discuss, or respond (verbally or in writing) to probing headings/ questions/topics/themes posted by a facilitator/teacher that is related to a given topic/theme.

Carousel is a cooperative learning strategy that involves movement, discussion, and reflection. This is similar to one of my favorite activities, the Gallery Walk, but is slightly different. In a Gallery Walk, students typically work on their own, moving around the room to complete a series of tasks. In a carousel, students work in small groups and move from station to station, discussing each task as they go. Carousel is a great way to incorporate kinesthetic learning into your teaching, and give students a much needed break from sitting in their chairs. It is also a great way to encourage group work, as students must discuss and reflect together to answer each question.

What do I need to keep in mind before and during the carousel activity?

How many students will you have in each group? Sometimes too many students can cause issues, as there is not enough for each person to do. In my opinion, three people is always a nice number.

What is your purpose? Is your purpose to reinforce? Assess? Activate prior knowledge? This will affect the types of questions that you ask.

How will students know where to go next? Are the stations labeled? Do they travel in a predictable way around the classroom?

How much time do students need? If you notice that students are getting off-task, it probably means that you are giving them too much time at each station.

How will you decide who does the writing? Is there a designated student in each group? Will they carry the marker with them or will you leave a marker at each station?

How does the Carousel work?

Generally the teacher creates about 5-7 numbered “stations” around the classroom. Each station consists of a piece of chart paper with a question written on the top. The idea is to get students thinking about the subject matter that they are about to learn/summarize/review.

Students are divided into small groups. The number of students in each group may depend on the number of stations that you have. I like to limit groups to about 3-4 students.

Each group begins at a different station. The teacher sets a timer, and students stay at each station for that set period of time. I like to limit this to about 1-2 minutes at each station, depending on the task. I find that the brisk pace keeps students motivated. I would rather them not have enough time to put all of their thoughts down, rather than having too much time – that is when classroom management issues arise!

During the time that students are at each station, they read the question, skim over any previous answers by other groups, and then add their own ideas to the paper. When the timer goes off, they move to the next station.

When the groups have visited each station, there is a short discussion to de-brief. Try not to drag this out.

PURPOSES OF THE ACTIVITY

•Assessing Knowledge Needs, Interests, and Attitudes • Building a Common Vocabulary • Collecting and Analyzing Data • Exploring Multiple Perspectives • Reflecting on Practice • Prioritizing Tasks•

The Brainstorm

Step 1 - Brainstorm responses to your question, recording ideas on the chart paper.

Step 2 - At the signal, move clockwise to the next question. Brainstorm responses, building on ideas already listed and adding new ideas.

Step 3 - Repeat this brainstorming process until all groups have responded to all questions.

Step 4 - Return to your original question and analyze the results of the brainstorm. Identify themes that have emerged in response to that question.

Step 5 - Briefly summarize those themes and big ideas by reporting out to the whole group, once called upon.

Variations on Carousel

For your EXIT TICKET please use the post it How can Carousel be improved? Why would your changes be an improvement?

THANK YOU FOR ATTENDING MY PD & please feel free to share what you've learned with your colleagues as well as letting me know when you use this and any feedback you can offer

Credits:

Created with images by Wokandapix - "thanks word letters" • new 1lluminati - "Now" • inspirexpressmiami - "list to do list reminder" • andymangold - "Brainstorm" • griffithchris - "Exit"

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