Highly Effective Teaching
Stages of Community
Developing a Sense of Belonging
Creating Common Ground
Taking Action
Highly Effective Teaching
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.
Highly Effective Teaching
Developing a Sense of Belonging
A sense of belonging has emerged when the following
is in place:
• All students know each others’ names.
• Students practice Active Listening.
• Students refrain from giving Put Downs.
• Students welcome and immediately include new
students and visitors.
Note: Reflect on these elements throughout the year;
review and reinforce as needed.
Highly Effective Teaching
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.
Ball Toss
Highly Effective Teaching
Building a
Sense of Belonging
Non Verbal Introduction
Students work in small groups. Each individual thinks of a
hobby they enjoy and what they look like when engaged
in this hobby. At the signal, students non-verbally act out
their hobby using movements, pictures, gestures, visuals
while others are guessing what the hobby is.
Note: Have students discuss with their groups: How
accurate were you in describing yourself and “reading”
others? What were the better clues given? What were
the challenges?
Standing in a circle, one person has the ball gains eye
contact with another, says name of that person, and
tosses the ball (underhand gives more control), to
him/her. Students who have caught the ball put hands
behind back so all know who has been called. Continue
until all have tossed and caught the ball. Repeat,
following same pattern, increasing the speed each
time. Eventually add more balls for more challenge.
Reflection: Did you enjoy this activity? Why? Why not?
How did we help each other successfully do this?
Appointment Schedule
Students draw a clock on a piece of paper with a line next
to at least 4 numbers (example: 12, 3, 6, 9). At the signal,
they move around the room and write another person’s
name next to each number and answer a given question.
Note: This strategy can be used many ways– it is a good
way for students to introduce themselves to others the first
weeks of school. Questions asked can be more personal
(favorite book, movie, etc.) at this time. Later use the same
strategy as a review strategy by asking content questions.
Trading Places
Spotlight
Students reflect on their travels, hobbies, and interests.
They then write one experience on a Post-It note and
attach it to their clothing. Next, they mingle in the group
and read others’ notes related to hobbies. If both agree,
they may trade notes with others that represent
something they would like to do.
Students sit with Learning Clubs in a circle. One person is in
the “hot seat”. Each individual in the Learning Club gets 3060 seconds to give positive acknowledgements to the
person in the “hot seat.” The listener remains silent or says
only, “Thank you.” Eventually rotate the circle so each
person has an opportunity to be in the “hot seat.”
Note: During a Town Hall Meeting have some students
share why they made the trades.
Note: It is important that students can be trusted to be
respectful prior to engaging in this activity.
Oh K!
In groups of 5-8Stand in a close circle–
• Without discussion, in random order, and one person at
a time, say the letters of 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.
Note: Also consider counting, multiplying, etc.
Bookmarks
Select your bookmark and 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 personal goal you have for this week.
Briefly share your bookmark with your Learning Club.
Use the bookmark to mark important reading this week.
Note: Consider providing “ET” (Extra Time) activities for early
finishers. In this case it might be- Illustrate what your goal
might look, sound or feel like.
Highly Effective Teaching
Small Group Reflection
&
Discussions
Round Table
Students sit in small groups- each individual has their own
sheet of paper and a different color pencil. The question
or topic is presented, students take turns writing about
the topic or answer the question, passing the paper, in
order, to the next person.
Note: To extend learning and promote collaboration, give
students an opportunity to share their paper with at least
one other individual.
Round Robin
Students sit in small groups, teacher poses a question,
students share, talking one at a time.
Note: Keep a “sharing pass” (a ball, talking stick, even a
pen) at each Learning Club. Initially give direction for
who will share first (Example: student wearing the most
blue) and which direction sharing pass should travel.
Eventually give students an opportunity to make these
decisions.
Talking Chips
Each student gets equal number of pennies or other
tokens. Discussion topic is introduced. Each time one
speaks, s/he pays a penny to the center of the table.
Students must spend all money/tokens, but can’t talk
after their money is spent.
Note: If students need to move at this time, have them
carry money/tokens, walk around the room, stopping to
discuss the topic/question with others and put tokens in
a designated location each time they speak.
Numbered Heads Together
Tables where students are sitting are numbered.
Students number off at their table groups before
discussing a topic. All are accountable for information.
Roll dice and call table and person number to respond.
Dice Discussion
Each group has a die. Students take turns rolling the die
and discuss a question (teacher-developed) based on the
number rolled.
Note: If student is unable to immediately answer, allow
them to very quickly check in with Learning Club for an
answer/hint.
Note: Another alternative is to use suits and numbers
on playing cards. Questions and discussions that require
in-depth thinking and have more than one answer will
encourage more sharing. Listen in as students share to
decide whether extended reinforcement is necessary.
Fan and Pick
Jigsaw
Write questions on cards. One student fans,
another picks, another answers, the fourth shares
an appreciation. (Rotate roles)
Note: Once you have taught students how to ask
good questions, let them write questions on cards
as they are reading topic/skills-related materials.
Assign four topics (Example: four different landforms).
Each group member chooses a different one. Members
“jigsaw out” to research their topic and “jigsaw back” to
share information.
Note: Consider individual accountability as you plan for
this. Possible products could be large cutouts of a
puzzle, pages of a book, parts of an immersion wall.
Each “piece” should require some writing.
Highly Effective Teaching
Whole Group
Reflection and Discussions
Scholar’s Stroll
Students are given a question or topic to discuss.
Partners number off, 1 and 2. Walk the perimeter of
the classroom (playground, gymnasium or…). Partner 1
discusses material while 2 listens and asks questions
until the signal is given. Reverse roles after the signal.
Note: Teacher listens in as students walk and talk. Ask
2-3 groups to share a key point after partners have had
an opportunity to talk.
Inside/Outside Circle
Make two circles with students facing a partner.
Partners turn so left shoulders are close. Leader calls
out a number (example: 4), students walk to the
fourth person in front of them, face each other and
give a “high five”. Leader presents a question which
partners discuss. At the signal, partners stop talking,
thank their partner and listen for the next number,
repeating the process.
Gallery Walk
Questions are posted on large sheets around the
classroom. Small groups of students move together,
read and respond to questions using a different color
pen for each group. Leader signals time to move to the
next question when appropriate.
Note: This strategy can also be used when students are
involved in or have completed a product from which
their peers can gain insight.
Take Ten Steps
After direct instruction that has students sitting for a
while, direct them to stand up and take 10 steps away
from where they are sitting then pair up with a person
they haven’t worked with lately. They then stand, walk,
or sit and discuss the posed question. At the signal, they
take more steps or go back to their seats.
Note: Questions that require in-depth thinking and have
more than one answer will encourage more thinking.
Shuffle
After significant content has been taught, students
discuss the topic then number off in groups. All
numbers 1 and 3 stand and “shuffle” to different groups
where there is new sharing. Students then go back to
their groups and share what they discussed during
Shuffle.
Note: For older students, this can be called “Content
Coffeehouse”
Appointment Schedule
Students draw a clock with a line next to at least 4
numbers (example: 12, 3, 6, 9). At the signal, they
move around the room and write another person’s
name next to each number. When their Appointment
Schedule is full, they take their seat.
Note: This strategy is especially effective when
students need a break and have important information
to discuss.
It’s Snowing!
Each individual needs 1 piece of paper (scratch is fine) and 1
pencil.
• After content has been taught and inquiries have been
completed, each individual writes one way they can apply
this information in their life, crumples the paper and tosses
it into a circle.
• Another individual picks up a paper, reads it, looks for a
connection to their learning and adds another idea.
Note: Students can fold paper in ¼ and write something they
learned in ¼, toss, and next person writes what they learned;
repeat x4.
Pair-Shares
Highly Effective Teaching
Individuals
Teach content or give students an opportunity to
research or read about a topic of study. Ask
questions then encourage students to Think, Write,
or Draw their answers and share with a partner.
“Show You Know”
Note: This works well as a “scaffolding” strategy for
English language learners or others who are
unfamiliar with the content.
Quick Shows
Ask a question and get a sense of student-understanding as
they “show” their individual opinions/answers by:
• Sitting Down
• Standing Up
• Showing Thumbs Up/Thumbs Down
• Nodding or Shaking Head
Be creative!
Note: Effective with yes/no, true/false, and
agree/disagree– closed questions.
White Boards
Ask an open question that requires extended thinking.
Give students time to think, write, and show their
answers.
Note: Help students organize for this strategy so it
doesn’t take lots of time to gather boards, pens, and
erasers. Old socks make great erasers- have students
put their pen in their sock as they put boards away.
Show Me the Number
Sign or Signal
Students show the answer to a prompt by showing
with their body, hands, face, etc.
Assign numbers to vocabulary or spelling words, places
on a map, etc. Ask a question or give a clue and ask
students to show you the number of the correct answer.
Note: Allow students to create movements that
represent words or ideas then discuss, revise, and
teach these to others. Many will quickly learn new
vocabulary through movement.
Note: As you ask a question or give a clue, let students
first think, then whisper the answer to a partner prior to
writing the number on their board; thus making success
possible for all.
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.
Note: Learning Clubs then reflect on their experience and
take turns assuming each role.
Personal Best Gallery Walk
After beginning a project allow students to walk around the
room to see how other students are doing their personal
best work. Allow them to go back to their projects and use
the best ideas they saw to improve their own work.
Note: Ask students to reflect on this by asking questions such
as: 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?