1 00:00:01,020 --> 00:00:03,780 Heidi: This is episode 255 of Teacher Approved. 2 00:00:04,740 --> 00:00:09,180 You're listening to Teacher Approved, the podcast helping 3 00:00:09,180 --> 00:00:12,900 educators elevate what matters and simplify the rest. I'm 4 00:00:11,039 --> 00:00:13,818 Emily: And I'm Emily. We're the creators behind Second Story 5 00:00:12,900 --> 00:00:13,440 Heidi. 6 00:00:13,870 --> 00:00:15,968 Window, where we give research-based and 7 00:00:16,020 --> 00:00:19,429 teacher-approved strategies that make teaching less stressful and 8 00:00:17,320 --> 00:00:24,760 We're so glad you're tuning in today. Let's get to the show. 9 00:00:19,481 --> 00:00:22,732 more effective. You can check out the show notes and resources 10 00:00:22,785 --> 00:00:25,040 from each episode at secondstorywindow.net. 11 00:00:24,760 --> 00:00:39,385 Hey there. Thanks for joining us today. In today's episode, we 12 00:00:39,385 --> 00:00:43,165 are talking about how to make group work actually work at the 13 00:00:43,165 --> 00:00:45,745 end of the school year, and we're sharing a teacher approved 14 00:00:45,745 --> 00:00:48,925 tip for building up your students' stamina for 15 00:00:48,925 --> 00:00:50,305 collaboration. 16 00:00:50,965 --> 00:00:53,305 Heidi: But let's start with a try it tomorrow, where we share 17 00:00:53,305 --> 00:00:55,945 a quick one that you can try in your classroom right away. 18 00:00:55,945 --> 00:00:57,805 Emily, what's our suggestion for this week? 19 00:00:58,285 --> 00:01:01,510 Emily: Okay, if you're giving directions before students start 20 00:01:01,570 --> 00:01:05,650 a partner activity or group work, instead of asking, Do you 21 00:01:05,650 --> 00:01:09,010 have any questions, have students explain the directions 22 00:01:09,010 --> 00:01:12,670 to their partners before you turn them loose. So say, tell 23 00:01:12,670 --> 00:01:15,490 your partner what you're going to do, and then your partner 24 00:01:15,490 --> 00:01:17,050 will repeat what you said. 25 00:01:17,470 --> 00:01:19,870 Heidi: And then you got to have the partners switch roles so you 26 00:01:19,870 --> 00:01:21,550 know, they both get a turn to listen and talk. 27 00:01:21,550 --> 00:01:22,210 Emily: Yep. 28 00:01:22,210 --> 00:01:24,835 Heidi: That way they will have heard the directions at least 29 00:01:24,835 --> 00:01:27,055 three times before they had to try it on their own. 30 00:01:27,475 --> 00:01:31,135 Emily: Yes, and I just love anything that can cut down on my 31 00:01:31,135 --> 00:01:33,715 least favorite question, which is, what are we doing? What are 32 00:01:33,715 --> 00:01:38,935 we supposed to do? So if you like this idea too, or anything 33 00:01:38,935 --> 00:01:41,275 else, we share here on the podcast, would you take a second 34 00:01:41,275 --> 00:01:45,415 and give us a five star rating on Apple podcasts or your 35 00:01:45,475 --> 00:01:46,495 podcast listening app? 36 00:01:47,320 --> 00:01:51,700 Heidi: So we are deep into that weird late April energy right 37 00:01:51,700 --> 00:01:53,320 now. Have you felt that? 38 00:01:54,100 --> 00:01:56,320 Emily: Yeah, I'm gonna bet that you have, talking to the 39 00:01:56,320 --> 00:01:59,680 teachers at my kids' school. It's, it's in the air right now, 40 00:02:00,640 --> 00:02:03,520 because it's like, somehow your class has just forgotten how to 41 00:02:03,520 --> 00:02:06,760 walk into line, but they can recite every single lyric to 42 00:02:06,760 --> 00:02:08,920 whatever song is trending this week. 43 00:02:09,900 --> 00:02:11,160 Heidi: It's all about priorities. 44 00:02:11,520 --> 00:02:15,540 Emily: And at this time of year, you know, the instinct, or at 45 00:02:15,540 --> 00:02:19,380 least mine, was kind of just like, I give up. It's almost the 46 00:02:19,380 --> 00:02:22,760 end of the year anyway, right? And then I would let the little 47 00:02:22,760 --> 00:02:27,020 stuff build up until it became big stuff, and then I just would 48 00:02:27,020 --> 00:02:28,460 panic and crack down. 49 00:02:28,820 --> 00:02:30,800 Heidi: Yeah, nobody's doing their best work right now, 50 00:02:31,160 --> 00:02:34,040 especially the kids. I think they're as done as the grown 51 00:02:34,040 --> 00:02:34,520 ups. 52 00:02:34,520 --> 00:02:37,700 Emily: Yeah, everybody, everybody is so done. I don't 53 00:02:37,700 --> 00:02:40,840 think anyone craves summer break as much as a teacher, though, 54 00:02:40,840 --> 00:02:43,120 but the kids are probably a close second. 55 00:02:44,080 --> 00:02:47,560 Heidi: Yeah, they are so full of energy, but the last thing they 56 00:02:47,560 --> 00:02:49,840 are willing to do is invest it in class work. 57 00:02:50,260 --> 00:02:53,380 Emily: So instead of fighting that impulse, what if we worked 58 00:02:53,380 --> 00:02:56,260 with it? That's what today's episode is about. The end of the 59 00:02:56,260 --> 00:02:59,620 year is actually a great time for group work, collaborative 60 00:02:59,620 --> 00:03:02,580 projects, learning games, partner challenges. You're 61 00:03:02,580 --> 00:03:05,700 wrapping up your curriculum, the kids have energy to burn, so 62 00:03:05,700 --> 00:03:07,620 hey, let's channel that. 63 00:03:07,960 --> 00:03:11,800 Heidi: But, and this is important, group work at the end 64 00:03:11,800 --> 00:03:15,460 of the year can go from productive to chaos in about 90 65 00:03:15,460 --> 00:03:18,520 seconds flat if you have not thought it through. Schools need 66 00:03:18,520 --> 00:03:23,980 those signs like they have in the mountains. Maybe, if you 67 00:03:24,340 --> 00:03:28,883 don't live in the mountains, you don't know this, but they put up 68 00:03:28,883 --> 00:03:29,502 big put up big signs that tell you the fire danger. So they'll 69 00:03:29,502 --> 00:03:30,025 say, like, no campfires today, the danger of wildfire is high. 70 00:03:30,025 --> 00:03:32,545 Emily: Yeah, and because everyone is teetering on the 71 00:03:32,545 --> 00:03:35,245 edge right now in your classroom, all it takes is the 72 00:03:35,245 --> 00:03:39,505 tiniest spark to ignite a meltdown, and you do not want to 73 00:03:39,505 --> 00:03:42,145 be dealing with that when you are already so tired. 74 00:03:42,985 --> 00:03:45,685 Heidi: And you already have a mile-long to do list before 75 00:03:45,685 --> 00:03:49,585 summer starts. So today, we are walking through four categories 76 00:03:49,585 --> 00:03:53,005 for making collaborative work run smoothly so we avert any 77 00:03:53,050 --> 00:03:56,710 wildfire risks. We will show you how to build groups, how to prep 78 00:03:56,710 --> 00:03:59,890 kids for success, how to structure a meaningful activity, 79 00:04:00,190 --> 00:04:02,590 and how you close it out so it goes even better the next time. 80 00:04:03,430 --> 00:04:07,210 Emily: Our first category is about assigning groups. The key, 81 00:04:07,570 --> 00:04:11,590 and we cannot stress this enough, is that teacher assigned 82 00:04:11,590 --> 00:04:15,310 partners and groups need to be the default right now. 83 00:04:15,910 --> 00:04:17,110 Heidi: Oh, do we sound mean? 84 00:04:17,335 --> 00:04:18,415 Emily: Well, we are mean. 85 00:04:18,955 --> 00:04:22,795 Heidi: Well of course kids love choosing their own partners, and 86 00:04:22,795 --> 00:04:25,195 there's a time and a place for that, especially at the end of 87 00:04:25,195 --> 00:04:27,055 the year, maybe as a little treat. 88 00:04:27,295 --> 00:04:30,175 Emily: Yeah, letting them pick once in a while feels like a 89 00:04:30,175 --> 00:04:34,855 reward, but has a rule, you want to be the one assigning. And it 90 00:04:34,855 --> 00:04:37,975 isn't because we're mean, even though we are mean, but it's not 91 00:04:37,975 --> 00:04:42,160 because of this that we're mean. No, but really, it's because, as 92 00:04:42,160 --> 00:04:45,520 the teacher, you know things that the kids don't. You know 93 00:04:45,760 --> 00:04:48,880 who amps each other up the second they sit down together. 94 00:04:49,060 --> 00:04:52,900 You know who's strong in math and who's going to benefit from 95 00:04:52,900 --> 00:04:56,140 being paired with a kid that's strong in math, and you know 96 00:04:56,140 --> 00:05:00,100 which of your quieter students has a secret leadership streak 97 00:05:00,160 --> 00:05:02,080 when they're with the right partner. 98 00:05:02,905 --> 00:05:06,385 Heidi: But since we know that kids don't love having their 99 00:05:06,385 --> 00:05:10,705 partners assigned, the only way to keep it fair is to change up 100 00:05:10,705 --> 00:05:14,905 those assignments frequently. You don't want any one kid stuck 101 00:05:14,905 --> 00:05:18,745 managing the same tricky classmate for weeks on end. 102 00:05:18,745 --> 00:05:19,765 That's just not fair. 103 00:05:19,765 --> 00:05:22,765 Emily: Just because a kid is responsible doesn't mean they 104 00:05:22,765 --> 00:05:26,290 should always have tough partners. I think those of us 105 00:05:26,290 --> 00:05:30,430 who grew up hearing we were a joy to have in class spent more 106 00:05:30,430 --> 00:05:32,830 than our fair share of time helping manage tricky 107 00:05:32,830 --> 00:05:35,650 classmates, because our teachers needed the backup. 108 00:05:36,670 --> 00:05:39,490 Heidi: And you know, sometimes that's what you got to do to get 109 00:05:39,490 --> 00:05:42,970 everyone to that three o'clock bell. But it is also true that 110 00:05:43,150 --> 00:05:45,610 responsible kids should get a break from having to be the 111 00:05:45,610 --> 00:05:49,855 helpers all the time. So here is what I used to do that made this 112 00:05:49,855 --> 00:05:53,515 group arrangement so much more manageable. So as I was heading 113 00:05:53,515 --> 00:05:55,855 into the end of the year, I would sit down and I would make 114 00:05:56,095 --> 00:05:59,335 four different group lists ahead of time, like list A, B, C and 115 00:05:59,335 --> 00:06:03,115 D. Each list had different pairings or different groupings. 116 00:06:03,115 --> 00:06:05,755 I might need, you know, I separate them so I have lists 117 00:06:05,755 --> 00:06:09,655 for pairs and lists for groups. I found that in my class I 118 00:06:09,655 --> 00:06:12,175 really liked groups of three. I thought that was the sweet spot. 119 00:06:12,220 --> 00:06:14,500 If I could make that work, I try not to go larger than that. 120 00:06:14,960 --> 00:06:17,600 Emily: This is so smart because it means that you don't have to 121 00:06:17,600 --> 00:06:20,300 reinvent the wheel every time you want to do a partner 122 00:06:20,300 --> 00:06:24,320 activity. If every single collaborative activity requires 123 00:06:24,320 --> 00:06:28,220 you to organize a strategically balanced grouping chart from 124 00:06:28,220 --> 00:06:31,580 scratch, you're probably just going to want to hand out a 125 00:06:31,640 --> 00:06:32,000 worksheet. 126 00:06:32,000 --> 00:06:35,180 Heidi: Yeah, you're never going to want to do it. So I would 127 00:06:35,180 --> 00:06:38,480 make all of my lists at once, and then I rotate through them. 128 00:06:38,525 --> 00:06:42,185 So maybe on Tuesday, for doing readers theaters, I grab list A, 129 00:06:42,485 --> 00:06:46,265 and then for Tuesday afternoon's math game, list B, Wednesday 130 00:06:46,265 --> 00:06:48,725 science partner activities, list C, and then, you know, just 131 00:06:48,725 --> 00:06:49,385 rotate through them. 132 00:06:49,385 --> 00:06:52,265 Emily: And this is great because you're doing the upfront work 133 00:06:52,385 --> 00:06:56,825 once, and then for the rest of the year, or at least for a long 134 00:06:56,825 --> 00:06:59,285 stretch, you just pull the list you need and go. 135 00:06:59,645 --> 00:07:02,510 Heidi: Exactly. And everybody's needs are accounted for, but the 136 00:07:02,510 --> 00:07:04,010 kids are still getting some variety. 137 00:07:04,670 --> 00:07:07,190 Emily: Okay, so once you've got your groups built, the next 138 00:07:07,190 --> 00:07:11,510 category is how you prep kids before the activity starts. And 139 00:07:11,510 --> 00:07:14,570 there are really two pieces to this. Kids need to know how to 140 00:07:14,570 --> 00:07:17,990 behave during the activity, and they need to know what to 141 00:07:17,990 --> 00:07:21,350 actually do during the activity. And those are two different 142 00:07:21,350 --> 00:07:23,030 things, and you need to address both. 143 00:07:23,675 --> 00:07:25,775 Heidi: Yeah, and I think sometimes we blur these 144 00:07:25,775 --> 00:07:28,775 together, and then we're surprised when it doesn't go 145 00:07:28,775 --> 00:07:33,035 well. So let's start with the behavior piece. By the end of 146 00:07:33,035 --> 00:07:36,515 the school year, there's this assumption that kids should just 147 00:07:36,515 --> 00:07:39,215 know how to work with a partner. They've been in school for eight 148 00:07:39,215 --> 00:07:42,275 months. They have done group activities before, shouldn't 149 00:07:42,275 --> 00:07:43,355 they have it down by now? 150 00:07:43,535 --> 00:07:46,880 Emily: And the answer is, no, no, they do not have it down. 151 00:07:47,540 --> 00:07:50,960 Heidi: They do not. In fact, at this point in the year, they've 152 00:07:50,960 --> 00:07:54,440 somehow forgotten everything that they ever knew. It probably 153 00:07:54,440 --> 00:07:55,280 should be studied. 154 00:07:56,240 --> 00:07:58,640 Emily: Yeah, it's very remarkable. So just assume 155 00:07:58,640 --> 00:08:01,160 nothing and teach the social skill. 156 00:08:01,160 --> 00:08:03,620 Heidi: And we're not talking about like a character ed 157 00:08:03,620 --> 00:08:06,920 lesson. We're talking about a quick mini lesson on one 158 00:08:06,920 --> 00:08:09,440 specific skill that you know your class needs. Think about 159 00:08:09,440 --> 00:08:12,845 what's been going wrong during partner work lately. Maybe it's 160 00:08:12,845 --> 00:08:16,505 figuring out who goes first. Why is that always a battle? Or 161 00:08:16,505 --> 00:08:20,465 settling disagreements, active listening, speaking kindly when 162 00:08:20,465 --> 00:08:22,325 a partner does something that you don't love. 163 00:08:22,625 --> 00:08:25,565 Emily: Pick one per activity and teach it. The mini lesson 164 00:08:25,565 --> 00:08:29,045 formula is really simple. Just name the behavior, model what it 165 00:08:29,045 --> 00:08:31,805 looks like, explain why it matters, and then state the 166 00:08:31,805 --> 00:08:33,350 consequence if it doesn't happen. 167 00:08:33,350 --> 00:08:35,990 Heidi: And you can do this a couple of ways depending on what 168 00:08:35,990 --> 00:08:39,530 feels right. You can teach the social skill first and then say, 169 00:08:39,770 --> 00:08:43,190 Okay, here's the activity. Remember what we just practiced. 170 00:08:43,550 --> 00:08:46,790 Or you can explain the whole activity first, and then, right 171 00:08:46,790 --> 00:08:50,510 before you send them off, you say, let's review how to 172 00:08:50,510 --> 00:08:53,450 disagree respectfully. I'm going to be looking for that today. 173 00:08:53,780 --> 00:08:56,720 Emily: Yeah, both of those work. So just go with whatever fits 174 00:08:56,720 --> 00:09:00,320 your flow. If you can make an anchor chart, great. You can 175 00:09:00,320 --> 00:09:03,260 refer back to it next week when you need to go over this skill 176 00:09:03,260 --> 00:09:03,740 again. 177 00:09:04,220 --> 00:09:07,340 Heidi: But seriously, don't let that hold you up. Don't make an 178 00:09:07,340 --> 00:09:10,340 anchor chart, if that is just one more thing to manage. Yeah, 179 00:09:10,400 --> 00:09:13,820 anchor charts are nice, but you know, if you don't do it, a two 180 00:09:13,820 --> 00:09:15,680 minute conversation still gets the job done. 181 00:09:15,920 --> 00:09:19,445 Emily: Absolutely. Don't let the perfect be the enemy of the 182 00:09:19,445 --> 00:09:19,625 good. 183 00:09:19,625 --> 00:09:21,905 Heidi: I feel like I have to learn that lesson all the time. 184 00:09:22,265 --> 00:09:24,665 Emily: Yeah, especially at the end of the school year. The 185 00:09:24,665 --> 00:09:27,965 skill mini lesson matters way more than whether it's captured 186 00:09:27,965 --> 00:09:29,585 on a piece of chart paper. 187 00:09:30,665 --> 00:09:33,905 Heidi: Okay, so that's the behavior piece. Now the activity 188 00:09:33,905 --> 00:09:38,045 steps are different, and those actually do need to be written 189 00:09:38,045 --> 00:09:38,225 down. 190 00:09:38,645 --> 00:09:41,150 Emily: Yeah, this one is non negotiable if you want to keep 191 00:09:41,150 --> 00:09:45,950 the peace. So list every step students need to remember. Step 192 00:09:45,950 --> 00:09:48,590 one, get your material. Step two, read through the 193 00:09:48,590 --> 00:09:52,130 instructions with your partner. Step three, start with problem 194 00:09:52,130 --> 00:09:55,430 one. Yeah, whatever your steps are, those need to be visible 195 00:09:55,430 --> 00:09:56,990 and easy to reference. 196 00:09:57,410 --> 00:10:00,530 Heidi: The top cause of off task behavior during group work is 197 00:10:00,530 --> 00:10:02,870 confusion. A kid who doesn't know what to do is just gonna 198 00:10:02,870 --> 00:10:06,275 find something to do, and it's not gonna be what you had in 199 00:10:06,815 --> 00:10:07,295 mind. 200 00:10:07,595 --> 00:10:10,235 Emily: Yeah, it's definitely gonna involve somebody's eraser 201 00:10:10,235 --> 00:10:14,615 and somebody else's pencil and a whole fiasco about who started 202 00:10:14,615 --> 00:10:18,035 what. So let's avoid that. Post the steps on the board, and this 203 00:10:18,035 --> 00:10:21,215 doesn't have to be an anchor chart either, you can project 204 00:10:21,215 --> 00:10:23,495 these on a slide or just write them on the board. 205 00:10:23,495 --> 00:10:27,320 Heidi: But the best version, the version that will save you the 206 00:10:27,320 --> 00:10:31,340 most headaches, is an individual list that each student or each 207 00:10:31,340 --> 00:10:32,480 group has with them. 208 00:10:32,780 --> 00:10:35,600 Emily: Yeah, I'm a big believer in the paper in their hand, 209 00:10:35,600 --> 00:10:40,640 because kids forget to look up at the board somehow. The words 210 00:10:40,640 --> 00:10:45,140 are six inches tall and they're just invisible to them, but if 211 00:10:45,140 --> 00:10:48,725 the steps are right there next to the paper, they're much more 212 00:10:48,725 --> 00:10:50,645 likely to glance down and check. 213 00:10:51,065 --> 00:10:54,005 Heidi: So teach the social skill and write out the activity 214 00:10:54,005 --> 00:10:56,585 steps, two different things, but both are necessary. 215 00:10:57,365 --> 00:11:00,665 Now our third category is how you structure the activity 216 00:11:00,665 --> 00:11:04,505 itself. This one starts with the question, Does this work 217 00:11:04,565 --> 00:11:06,545 actually merit collaboration? 218 00:11:06,905 --> 00:11:09,425 Emily: Oh, this is so important. Because if you're just having 219 00:11:09,425 --> 00:11:11,705 kids sit next to each other and fill out the same worksheet, 220 00:11:11,705 --> 00:11:14,750 that is not group work, that's two kids working near each 221 00:11:14,750 --> 00:11:17,750 other, and they are going to get bored and goof around very 222 00:11:17,750 --> 00:11:18,350 quickly. 223 00:11:18,470 --> 00:11:21,650 Heidi: Yeah, if you're going to the trouble to let students work 224 00:11:21,650 --> 00:11:25,010 together, there should be work worth doing. There needs to be a 225 00:11:25,010 --> 00:11:28,730 problem to solve, a product to create, or a question to debate, 226 00:11:29,090 --> 00:11:32,090 something that genuinely requires more than one brain. 227 00:11:32,510 --> 00:11:35,675 Emily: Otherwise the kids just sniff it out immediately. And 228 00:11:35,675 --> 00:11:38,675 the fun of messing around with our partner is way more 229 00:11:38,675 --> 00:11:40,655 interesting than the task at hand. 230 00:11:41,260 --> 00:11:43,540 Heidi: Yeah, probably because it is more interesting. 231 00:11:43,540 --> 00:11:46,720 Emily: Well, yeah, it is. So first, make sure the work 232 00:11:46,720 --> 00:11:49,960 deserves collaboration. Then plan for the friction points 233 00:11:49,960 --> 00:11:53,140 before they happen. Friction points are those little 234 00:11:53,140 --> 00:11:56,080 transition moments that can derail the whole thing. Think 235 00:11:56,080 --> 00:11:59,320 about materials. If every group needs to grab materials from the 236 00:11:59,320 --> 00:12:02,820 back table, what happens if 28 kids get up at once? 237 00:12:03,320 --> 00:12:06,740 Heidi: Yikes. So send a few groups at a time. Think we 238 00:12:06,740 --> 00:12:09,260 talked about that in last week's episode. Go back and check that 239 00:12:09,260 --> 00:12:13,100 out. Or have the materials already distributed. Do what you 240 00:12:13,100 --> 00:12:16,340 need to do, just think it through. Then consider where 241 00:12:16,340 --> 00:12:18,980 everybody's going to work. If students are going to spread out 242 00:12:18,980 --> 00:12:21,500 around the room instead of staying at their desks, you 243 00:12:21,500 --> 00:12:24,500 either need to assign the spots ahead of time, or you need to 244 00:12:24,500 --> 00:12:26,705 give them criteria for choosing a good spot. 245 00:12:27,125 --> 00:12:30,125 Emily: And my standard for this was always two big steps. You 246 00:12:30,125 --> 00:12:32,885 had to be two big steps away from any other group. 247 00:12:33,605 --> 00:12:37,625 Heidi: Oh, that rule saved me so many times, and I loved how 248 00:12:37,625 --> 00:12:40,325 serious the kids would get about measuring their two big steps. 249 00:12:40,625 --> 00:12:43,325 Emily: These, you know, ginormous steps. 250 00:12:43,445 --> 00:12:45,305 Heidi: Yes, like, one, two. 251 00:12:47,045 --> 00:12:50,750 Emily: And it does seem silly, but those guidelines, without 252 00:12:50,750 --> 00:12:53,510 them, the kids will absolutely try to work right on top of each 253 00:12:53,510 --> 00:12:55,790 other. And then, of course, the two groups are talking or 254 00:12:55,790 --> 00:12:57,530 fighting instead of working. 255 00:12:58,370 --> 00:13:01,190 Heidi: Okay, so far, you have assigned strategic groups, 256 00:13:01,370 --> 00:13:04,370 prepped the kids for social and academic success, planned a 257 00:13:04,370 --> 00:13:08,390 meaningful task, and the next step is to assign roles within 258 00:13:08,390 --> 00:13:12,230 groups. Think materials manager, timekeeper, recorder, reporter, 259 00:13:12,530 --> 00:13:16,055 whatever makes sense for the task that gives each kid a clear 260 00:13:16,055 --> 00:13:16,475 job. 261 00:13:16,860 --> 00:13:19,200 Emily: Now, if you look up anything about cooperative 262 00:13:19,200 --> 00:13:22,460 learning, it will recommend assigning students roles. But 263 00:13:22,580 --> 00:13:24,860 Heidi, you had some problems with that, right? 264 00:13:24,000 --> 00:13:28,920 Heidi: Well, I did, and to be fair, it could have just been 265 00:13:28,920 --> 00:13:32,340 that I did not prep my kids well enough. It very likely was that, 266 00:13:32,340 --> 00:13:35,880 but I did find that roles were pretty hit or miss. 267 00:13:36,360 --> 00:13:39,060 Developmentally, younger kids don't always understand how 268 00:13:39,060 --> 00:13:41,880 their job is different from somebody else's job. You tell 269 00:13:41,880 --> 00:13:44,460 one kid they're the materials manager and another kid they're 270 00:13:44,460 --> 00:13:47,985 the recorder, they don't necessarily get the big picture 271 00:13:47,985 --> 00:13:50,685 of how those jobs work together to support the group. 272 00:13:50,985 --> 00:13:53,325 Emily: So if you're working with younger kids, you might need to 273 00:13:53,325 --> 00:13:58,305 simplify, maybe just two roles instead of four, or maybe roles 274 00:13:58,305 --> 00:14:01,665 with really visual cues, like the materials manager gets a 275 00:14:01,665 --> 00:14:03,465 special badge or lanyard. 276 00:14:03,885 --> 00:14:05,085 Heidi: Oh yeah, they would love a prop. 277 00:14:05,085 --> 00:14:06,465 Emily: Oh, for sure. 278 00:14:06,825 --> 00:14:09,825 Heidi: And this is another place where the individual step list 279 00:14:09,825 --> 00:14:12,690 becomes your friend, because you can put the role right on top of 280 00:14:12,690 --> 00:14:15,630 that kid's paper. Now Partner A, you're the materials manager. 281 00:14:15,630 --> 00:14:16,530 Here are your jobs. 282 00:14:16,950 --> 00:14:19,290 Emily: Or if roles aren't working for you, it's okay to 283 00:14:19,290 --> 00:14:22,530 skip them. Again we're not going to let the perfect be the enemy 284 00:14:22,530 --> 00:14:24,510 of the good, because it is term four. 285 00:14:25,290 --> 00:14:27,090 Heidi: Yeah, do what we gotta to survive. 286 00:14:27,090 --> 00:14:31,470 Okay, now it's time to close out the activity, and this is the 287 00:14:31,470 --> 00:14:34,695 one that I think teachers skip the most, because by the time 288 00:14:34,695 --> 00:14:37,275 you get to the end of a group activity, you just want to get 289 00:14:37,275 --> 00:14:38,055 on to the next thing. 290 00:14:38,415 --> 00:14:40,995 Emily: Which totally makes sense, but a quick debrief at 291 00:14:40,995 --> 00:14:43,755 the end is what turns a one time activity into something that 292 00:14:43,755 --> 00:14:46,155 actually gets better over the year. 293 00:14:46,335 --> 00:14:49,215 Heidi: Now, obviously you are probably wrapping up an activity 294 00:14:49,215 --> 00:14:52,695 with a discussion about the learning, but this debrief is 295 00:14:52,695 --> 00:14:54,915 not about, you know, what they learned about frogs or 296 00:14:54,915 --> 00:14:59,100 multiplication. This debrief is about the partnering. How did 297 00:14:59,100 --> 00:14:59,940 working together go? 298 00:14:59,940 --> 00:15:02,640 Emily: If you want to make sure this is something you can stick 299 00:15:02,640 --> 00:15:05,340 with, keep it simple. Pick two standard questions that you can 300 00:15:05,340 --> 00:15:06,540 use every single time. 301 00:15:06,840 --> 00:15:09,840 Heidi: Plus, that way the kids get used to the format. Try 302 00:15:09,840 --> 00:15:13,920 asking, How is someone in your group a good partner today, and 303 00:15:13,980 --> 00:15:16,380 what will you remember to do the next time you work with a 304 00:15:16,380 --> 00:15:16,740 partner? 305 00:15:17,280 --> 00:15:19,725 Emily: I like those two questions because one is looking 306 00:15:19,725 --> 00:15:23,085 back at what worked, which helps students recognize the types of 307 00:15:23,085 --> 00:15:25,905 behaviors that are helpful. And the other question is helping 308 00:15:25,905 --> 00:15:28,725 them see how they'll put those behaviors into action for 309 00:15:28,725 --> 00:15:29,685 themselves. 310 00:15:29,685 --> 00:15:32,865 Heidi: And this check in should be quick, like two minutes. The 311 00:15:32,865 --> 00:15:35,145 kids are as eager as you are to get onto the next thing. 312 00:15:35,505 --> 00:15:38,025 Emily: And there is a hidden benefit to doing this every 313 00:15:38,025 --> 00:15:40,845 time. When kids know that a debrief is coming, they know 314 00:15:40,845 --> 00:15:44,190 their behavior might get discussed, not in a scary way, 315 00:15:44,190 --> 00:15:47,970 but just in a, I want someone to recognize what I'm doing way. 316 00:15:48,270 --> 00:15:51,570 That little bit of social accountability can make kids try 317 00:15:51,570 --> 00:15:52,410 a little harder. 318 00:15:52,830 --> 00:15:55,230 Heidi: It's amazing what a little peer pressure will do. 319 00:15:56,310 --> 00:16:00,390 Emily: In the best way. So those are our tips for managing group 320 00:16:00,390 --> 00:16:03,390 work. And this is so great for the kids, especially at the end 321 00:16:03,390 --> 00:16:06,615 of the year, but there's no way around it. It is more behind the 322 00:16:06,615 --> 00:16:09,195 scenes work for you as the teacher. 323 00:16:09,855 --> 00:16:12,855 Heidi: Yeah, it is. Building the group list, planning the mini 324 00:16:12,855 --> 00:16:15,495 lesson, writing out the step sheets, thinking through the 325 00:16:15,495 --> 00:16:19,155 friction points. There's a ton of work before the kids even 326 00:16:19,155 --> 00:16:20,655 know what the activity is going to be. 327 00:16:21,075 --> 00:16:24,015 Emily: But here is a little end of your payoff you might not 328 00:16:24,015 --> 00:16:27,555 recognize. When a group activity is structured well and the kids 329 00:16:27,555 --> 00:16:31,020 know what they're doing and are engaged in meaningful work, it 330 00:16:31,020 --> 00:16:34,260 creates this golden moment of time during class where you are 331 00:16:34,260 --> 00:16:36,360 not actively teaching. 332 00:16:37,440 --> 00:16:41,160 Heidi: I love those moments. We call them pockets of prep, and 333 00:16:41,160 --> 00:16:45,060 you want as many of these as you can get in May. I used to use 334 00:16:45,060 --> 00:16:48,480 that time to catch up on grading or to declutter the spot on my 335 00:16:48,480 --> 00:16:51,600 counter that had become a disaster. It's like a magnet for 336 00:16:51,600 --> 00:16:51,900 clutter. 337 00:16:51,900 --> 00:16:55,620 Emily: Oh, yeah. Or to check something in your avalanche of 338 00:16:55,620 --> 00:16:59,745 end of year tasks like report cards, inventory, cleaning out 339 00:16:59,745 --> 00:17:03,165 cubbies, organizing files. You know all of that that never 340 00:17:03,165 --> 00:17:03,765 ends. 341 00:17:04,065 --> 00:17:08,265 Heidi: It never ends. So when your group activity is running 342 00:17:08,265 --> 00:17:11,445 well, you can sit down at your desk for 15 minutes and actually 343 00:17:11,445 --> 00:17:14,925 make a dent in something. And that's not slacking. That is 344 00:17:14,925 --> 00:17:16,185 smart classroom management. 345 00:17:16,365 --> 00:17:19,005 Emily: The kids are learning, they're engaged, they're working 346 00:17:19,005 --> 00:17:22,485 together. You are doing your job, even if you're not actively 347 00:17:22,485 --> 00:17:26,010 teaching a lesson. You are also getting something done. And so 348 00:17:26,010 --> 00:17:28,050 that is just a win, win in May. 349 00:17:28,830 --> 00:17:32,550 Heidi: Okay, let's do a quick recap. Build your groups 350 00:17:32,550 --> 00:17:36,090 strategically, change them frequently, and make your ABCD 351 00:17:36,090 --> 00:17:38,670 lists ahead of time, so that you're not starting from 352 00:17:38,670 --> 00:17:39,270 scratch. 353 00:17:39,870 --> 00:17:43,110 Emily: Consider how you prep kids before they start. Teach 354 00:17:43,110 --> 00:17:45,690 the social skill with a quick mini lesson and post the 355 00:17:45,690 --> 00:17:49,155 activity steps in writing. Make sure your activity actually 356 00:17:49,155 --> 00:17:52,875 merits collaboration. Plan for friction points and assign clear 357 00:17:52,875 --> 00:17:56,715 roles. And wrap up intentionally so good choices carry over to 358 00:17:56,715 --> 00:17:57,855 the next activity. 359 00:17:58,395 --> 00:18:00,675 Heidi: If you want to put some of this into practice in the 360 00:18:00,675 --> 00:18:04,155 last stretch of the year, in the Teacher Approved Club in May, we 361 00:18:04,155 --> 00:18:07,455 are discussing how to close out the year strong. You can find a 362 00:18:07,455 --> 00:18:09,240 link to join us in the show notes. 363 00:18:10,080 --> 00:18:12,600 Emily: Now for our Teacher Approved Tip of the Week, where 364 00:18:12,600 --> 00:18:15,960 we share an actionable tip to help you elevate what matters 365 00:18:15,960 --> 00:18:19,080 and simplify the rest. This week's teacher approved tip is 366 00:18:19,140 --> 00:18:22,440 build group work stamina. So tell us how to do this, Heidi. 367 00:18:22,860 --> 00:18:25,560 Heidi: So this tip is for the teacher who's listening to this 368 00:18:25,560 --> 00:18:28,500 episode and maybe feeling a little panicked because they 369 00:18:28,500 --> 00:18:32,340 haven't done a ton of group work this year. It's okay. We've got 370 00:18:32,385 --> 00:18:35,625 you. It's true that if your class hasn't done much 371 00:18:35,625 --> 00:18:39,285 collaborative work all year, you cannot walk in tomorrow and ask 372 00:18:39,285 --> 00:18:43,065 them to tackle a 45 minute stem challenge with assigned roles 373 00:18:43,065 --> 00:18:47,025 and three stages of work. You need to scale your expectations 374 00:18:47,025 --> 00:18:50,385 to match what your kids could actually handle right now. So 375 00:18:50,385 --> 00:18:53,865 remember that group work is like any other skill. It takes 376 00:18:53,865 --> 00:18:57,390 stamina. So if you want to build in group work for the last 377 00:18:57,390 --> 00:19:01,350 stretch of the year, just start really small. My go-to are 378 00:19:01,350 --> 00:19:04,950 always partner games. Start with five or 10 minutes and keep 379 00:19:04,950 --> 00:19:08,430 things very low stakes, something like a quick math fact 380 00:19:08,430 --> 00:19:11,910 game with a partner, or like a partner read of a passage. 381 00:19:12,570 --> 00:19:15,510 Emily: And then you can build up to short partner tasks with a 382 00:19:15,510 --> 00:19:19,035 clear finish line, something that takes maybe 15 minutes and 383 00:19:19,035 --> 00:19:22,575 has a defined end point so the kids know what they're working 384 00:19:22,575 --> 00:19:23,235 toward. 385 00:19:23,715 --> 00:19:28,275 Heidi: And then if and only if, you still have the energy, you 386 00:19:28,275 --> 00:19:31,215 can work up to the bigger collaborative projects, the ones 387 00:19:31,215 --> 00:19:35,715 with multiple roles and longer time frames and bigger outcomes. 388 00:19:36,135 --> 00:19:38,235 You're just building that muscle gradually. 389 00:19:39,320 --> 00:19:41,660 Emily: Yeah, and you've got several weeks left. That is 390 00:19:41,660 --> 00:19:44,360 enough time to build real stamina, if you start where your 391 00:19:44,360 --> 00:19:49,100 kids actually are. And even if all you get in are just three or 392 00:19:49,100 --> 00:19:52,880 four short partner experiences, your students are still getting 393 00:19:52,880 --> 00:19:55,400 the benefits of working with a peer, and that will completely 394 00:19:55,400 --> 00:19:56,900 change how the end of the year feels. 395 00:19:58,040 --> 00:20:00,020 Heidi: All right. To wrap up the show, we are sharing what we're 396 00:20:00,020 --> 00:20:02,420 giving extra credit to this week. Emily, what gets your 397 00:20:02,420 --> 00:20:03,140 extra credit? 398 00:20:03,320 --> 00:20:06,545 Emily: I'm giving extra credit to the Nod Pod. Have you seen 399 00:20:06,545 --> 00:20:07,325 these before, Heidi? 400 00:20:07,325 --> 00:20:08,345 Heidi: I have no idea what this is. 401 00:20:08,345 --> 00:20:13,565 Emily: Okay. So this is a sleeping mask. And I feel like 402 00:20:13,565 --> 00:20:17,405 masks should sort of be in quotes, because its goal is not 403 00:20:17,585 --> 00:20:21,845 to block out light, although it does do that. But what it is, is 404 00:20:21,845 --> 00:20:25,145 basically a weighted blanket for your eyes. 405 00:20:25,190 --> 00:20:25,790 Heidi: Okay. 406 00:20:27,230 --> 00:20:31,730 Emily: So, I mean, just imagine, like a long strip of like minky 407 00:20:31,730 --> 00:20:33,470 sort of fabric, so soft. 408 00:20:33,710 --> 00:20:34,190 Heidi: Okay. 409 00:20:34,190 --> 00:20:37,130 Emily: And it's got like four little bean bags in it. 410 00:20:37,130 --> 00:20:42,590 Basically, it kind of reminds me of like a pea pod. And so if you 411 00:20:42,590 --> 00:20:46,310 sleep on your back, then you would just put the two middle 412 00:20:46,370 --> 00:20:49,955 pods over your eyes, and then I just covered my face while I'm 413 00:20:49,955 --> 00:20:53,375 talking into the microphone, because I have to demonstrate 414 00:20:53,435 --> 00:20:56,795 putting it over your eyes. So you put those two pods over your 415 00:20:56,795 --> 00:21:00,215 eyes, and then the other two are just kind of to the side of your 416 00:21:00,215 --> 00:21:03,335 head. And so it's just like, it's a lot more comfortable way 417 00:21:03,335 --> 00:21:08,855 to have a mat, a sleeping mask on because it doesn't have to be 418 00:21:08,855 --> 00:21:10,715 wrapped around your head, although it can be. It does 419 00:21:10,715 --> 00:21:13,580 have, like, a little loop. So you can do that if you want to. 420 00:21:13,580 --> 00:21:17,780 But I sleep on my side, so I thought this wouldn't work for 421 00:21:17,780 --> 00:21:21,140 me. But then somebody I follow was like, no, no, you you can. 422 00:21:21,140 --> 00:21:24,260 And so if you're sleeping on your side, you have it where you 423 00:21:24,260 --> 00:21:27,920 do two of the the little pods that are on the edge of the 424 00:21:27,920 --> 00:21:31,640 four, and then the other two just go over the side of your 425 00:21:31,700 --> 00:21:34,925 head that's face up, basically. And so it just kind of like 426 00:21:34,925 --> 00:21:40,805 holds it in place. It's so hard to describe this thing or why it 427 00:21:40,805 --> 00:21:41,765 would be appealing. 428 00:21:41,765 --> 00:21:43,265 Heidi: What does it do? 429 00:21:43,120 --> 00:21:45,753 Emily: It's so comfortable. Like, it's just the softest, 430 00:21:45,807 --> 00:21:48,925 most gentle pressure on your eyes. But, like, not in a way 431 00:21:48,978 --> 00:21:52,365 that hurts. It's just so like, I feel like I'm getting to sleep 432 00:21:52,419 --> 00:21:55,859 so fast, like I get into bed now and I'm like, Ooh, I get to put 433 00:21:55,912 --> 00:21:58,923 on my Nod Pod. It always takes me a minute to, like, get 434 00:21:58,976 --> 00:22:02,148 situated. I do think it is harder to use as a side sleeper, 435 00:22:02,201 --> 00:22:05,642 but it still works. And, I mean, I wouldn't even necessarily say 436 00:22:05,695 --> 00:22:08,813 I keep it on the whole night. Sometimes I wake up and it's 437 00:22:07,465 --> 00:22:22,465 Okay, I will take your word for that. 438 00:22:08,867 --> 00:22:12,092 still on. A lot of times I wake up and it's not, but I think 439 00:22:12,146 --> 00:22:15,209 it's main benefits is for helping you fall asleep. Like a 440 00:22:15,263 --> 00:22:18,757 weight, you know, it's just like a weighted blanket, but for your 441 00:22:18,811 --> 00:22:19,080 eyes. 442 00:22:22,525 --> 00:22:26,905 You should try it out. And I did find it on sale. I will say 443 00:22:26,905 --> 00:22:29,905 that, because it is a little bit pricey. But keep an eye out for 444 00:22:29,905 --> 00:22:33,010 it, listeners as well, if you're interested, like, keep an eye 445 00:22:33,010 --> 00:22:36,190 out for a deal. Like, I frequently see at least some 446 00:22:36,190 --> 00:22:39,430 discount on it, so don't buy it at full price. And I actually 447 00:22:39,430 --> 00:22:43,090 saw it at Ulta for, like, 50% off for like a daily deal. So 448 00:22:43,450 --> 00:22:44,110 keep an eye out. 449 00:22:44,650 --> 00:22:47,050 Heidi: Okay, well, that's that's a good one to try out. 450 00:22:47,770 --> 00:22:50,410 Emily: And yet again, I'm giving extra credit to something that's 451 00:22:50,410 --> 00:22:54,055 impossible to describe, like on a podcast, like you need to see 452 00:22:54,055 --> 00:22:57,535 what I'm talking about. I'll have to post a picture in 453 00:22:57,535 --> 00:22:58,375 stories or something. 454 00:22:58,375 --> 00:22:58,975 Heidi: There you go. 455 00:22:58,975 --> 00:23:01,555 Emily: Okay, what are you giving extra credit to Heidi? 456 00:23:01,555 --> 00:23:05,155 Heidi: I am giving extra credit to the TV show, Jury Duty: 457 00:23:06,115 --> 00:23:07,375 Company Retreat. 458 00:23:07,495 --> 00:23:09,595 Emily: Oh, I haven't watched it yet. Is it good? 459 00:23:09,595 --> 00:23:14,041 Heidi: Yes. So like, gosh, it's been a few years now, like 2021, 460 00:23:14,041 --> 00:23:14,306 2022, something like that. 461 00:23:14,306 --> 00:23:14,438 Emily: Yeah. 462 00:23:14,438 --> 00:23:15,580 Heidi: I think they filmed it before the pandemic, so it would 463 00:23:16,120 --> 00:23:19,420 have been like 2021. 464 00:23:20,140 --> 00:23:21,340 Emily: Really? Oh my gosh. 465 00:23:21,340 --> 00:23:24,460 Heidi: Yeah, they came out with this TV show called Jury Duty, 466 00:23:24,640 --> 00:23:29,500 and it's on Freevee. And the premise is they're filming a 467 00:23:29,500 --> 00:23:34,480 documentary about jury duty and all this crazy stuff is going 468 00:23:34,480 --> 00:23:38,485 on. But that's because everyone in the show is an actor, except 469 00:23:38,485 --> 00:23:43,945 for one guy who has no clue what is going on. It was so funny. 470 00:23:44,245 --> 00:23:48,325 And it wasn't mean spirited, like it's not like a giant prank 471 00:23:48,325 --> 00:23:52,885 show, because the guy is always set up to be the hero, like they 472 00:23:52,885 --> 00:23:55,645 refer to him as the hero. He's the one that's solving the 473 00:23:55,645 --> 00:23:58,405 problems. He's the one that's helping everybody, so he's never 474 00:23:58,405 --> 00:23:59,365 the butt of the joke. 475 00:23:59,365 --> 00:24:01,585 Emily: Yes, which I feel like, makes a big difference in 476 00:24:01,585 --> 00:24:02,545 something like this. 477 00:24:02,120 --> 00:24:04,880 Heidi: So it was so funny. I think it's like five or six 478 00:24:04,880 --> 00:24:06,260 episodes. It was hilarious. 479 00:24:06,320 --> 00:24:07,100 Emily: It was a hoot. 480 00:24:07,100 --> 00:24:09,200 Heidi: And it was just like, well, they, that's sad they can 481 00:24:09,200 --> 00:24:12,740 never do that again. But they did it. They came back this year 482 00:24:13,040 --> 00:24:18,200 with a similar thing. It's Company Retreat. So the 483 00:24:18,560 --> 00:24:24,740 documentary crew is filming this family hot sauce company as the 484 00:24:24,740 --> 00:24:29,285 longtime owner is handing over the reins to his loser son. And 485 00:24:30,725 --> 00:24:33,965 they're on this company retreat in the mountains and all of this 486 00:24:33,965 --> 00:24:37,985 crazy drama and this poor guy's attempt, he just got hired 487 00:24:39,005 --> 00:24:42,605 specifically for this retreat to be like an assistant for this 488 00:24:42,605 --> 00:24:46,565 retreat. He's, like, just trying to do his best. And it's, it's 489 00:24:46,565 --> 00:24:48,545 just like, heartwarming chaos. 490 00:24:48,000 --> 00:24:51,360 Emily: And I heard something, even though I haven't watched it 491 00:24:51,360 --> 00:24:55,380 yet, I heard something about how the reason this worked was this 492 00:24:55,380 --> 00:24:58,920 guy was, like, just inherently not curious about any of these 493 00:24:58,920 --> 00:25:02,340 people. He didn't go home and Google anybody. You know, like 494 00:25:02,340 --> 00:25:05,280 with jury duty, they were sequestered, but with this like 495 00:25:05,280 --> 00:25:08,460 he still had access to his phone, and apparently they had 496 00:25:08,460 --> 00:25:10,998 made, like fake social media accounts for everyone in case he 497 00:25:10,998 --> 00:25:14,865 tried to look anyone up, but he never did. So it just helps that 498 00:25:14,865 --> 00:25:18,105 they picked someone who was a nice guy, it sounds like, but 499 00:25:18,105 --> 00:25:21,585 also just an inherently not very curious guy. 500 00:25:21,585 --> 00:25:24,945 Heidi: And like, he is such a team player. Because, like, he 501 00:25:24,945 --> 00:25:28,125 gets up there and like the guy he's an assistant to, like, the 502 00:25:28,125 --> 00:25:31,785 manager he's helping is, like, just total goofball. And he's 503 00:25:31,785 --> 00:25:36,150 like, I'm Captain Fun, and you're my, you're, oh, not my 504 00:25:36,150 --> 00:25:37,170 captain, but like... 505 00:25:37,230 --> 00:25:37,530 Emily: Skipper. 506 00:25:37,590 --> 00:25:40,950 Heidi: Yes, like, so he like, takes and he runs with it. He 507 00:25:42,450 --> 00:25:44,730 doesn't know any of these people, but he's game, and so 508 00:25:44,730 --> 00:25:49,350 it's just really enjoyable to watch and the situations they 509 00:25:49,530 --> 00:25:51,210 come up with. So yeah. 510 00:25:51,330 --> 00:25:53,430 Emily: Oh I'm so excited to watch it. 511 00:25:55,230 --> 00:25:58,215 Heidi: Well, that is it for today's episode. Try out our 512 00:25:58,215 --> 00:26:00,795 four-category framework for managing group work at the end 513 00:26:00,795 --> 00:26:03,855 of the year, and don't forget to build that collaboration stamina 514 00:26:03,855 --> 00:26:05,895 before you plan anything too ambitious. 515 00:26:07,995 --> 00:26:11,715 We hope you enjoyed this episode of Teacher Approved. I'm Heidi. 516 00:26:11,715 --> 00:26:15,195 Emily: And I'm Emily. Thank you for listening. Be sure to follow 517 00:26:15,195 --> 00:26:17,715 or subscribe in your podcast app so that you never miss an 518 00:26:17,715 --> 00:26:18,135 episode. 519 00:26:18,555 --> 00:26:20,835 Heidi: You can connect with us and other teachers in the 520 00:26:20,880 --> 00:26:24,120 Teacher Approved Facebook group. We'll see you here next week. 521 00:26:24,300 --> 00:26:24,960 Bye for now. 522 00:26:24,960 --> 00:26:25,920 Emily: Bye.