The first lesson I like to do is review those initial student and group work expectations that we set on Days 1 and 2. We will first label our Table of Contents (TOC) for Pages 1-2 as Student Expectations. Then after that is labeled, we will go after out TOC and start numbering the pages as we go. (I don't number all of the pages at once, as it would be too easy to miss-label.) For the header, I will also label the topic that goes with each pair of pages. (PICTURES TO FOLLOW.) We will also add pages 3-4 and "Group Work Expectations" to the TOC and the pages 3-4 in the notebook.
To review student expectations, I will give students a copy of the poster that was created from the Day 1 activities. They will glue this on the right side and then they are going to reflect on the left side.
1. What are your TOP 5 Expectations, in order of preference, from our group discussion?
2. Which rule/expectations is going to be the easiest for you to follow? Why?
3. Which rule/expectation is going to be the hardest for you to follow? Please list at least two activities/solutions that could help you follow this expectation.
Now, "Group Work Expectations" review is a little more interactive. Before beginning the activity, we review the "Group Work Expectations" that we came up with together and glue a copy onto page 4 (right side) of the ISN .Students are then placed into groups and need to complete a group task. It's a lot of fun and my students have loved this activity in the past. I is not my original idea, but was found on Pinterest. Here is a link to the blog where I found the activity:
Group Work Cup Stacking
Basically, solo cups are arranged in various pre-determined formations and students have to work together to move the cups to a second arrangement. They are given a tool made of a rubber band and 4 strings. They are not allowed to touch the cups with anything other than the "tool". There are groups who tend to excel with this and others that do not. As groups finish a task, I will give them a more complicated task, such as using more cups, stacking higher, or without talking.
When the activity is complete, students will work in their groups and record 5 positives from the activity and 5 things that need work with solutions. These need to be genuine positives and changes and solutions must be attainable. They must also not place blame on a single student, as this is group work. I will circulate and check up on each group as they work. This will all be recorded on page 3.