## Numbered Heads: Team role number cards.pdf

Team role number cards.pdf
Strategy Explanation

I will post this up each lesson to designate and randomize what number of each team is responsible for certain parts of the lesson as seen in this example. This is great because students need to experience various feedback situations, and they can coach each other about how to give specific feedback since it is a team task.
Strategy Explanation

I will post this up each lesson to designate and randomize what number of each team is responsible for certain parts of the lesson as seen in this example. This is great because students need to experience various feedback situations, and they can coach each other about how to give specific feedback since it is a team task.

Routines and Procedures

Numbered heads is a practice we use to randomize and create an element of excitement at the beginning of lessons/investigations. Each student draws a random number from their team cups to start lessons once a week.

Strategy Resources (3)
Students In Action

Presentation

This is an example of how students know what they are responsible for after they draw a number from a cup of ping pong balls with numbers written on them. Students know their roles and are able to give feedback at the conclusion of lessons based on their role expectations.
Strategy Explanation

I will post this up each lesson to designate and randomize what number of each team is responsible for certain parts of the lesson as seen in this example. This is great because students need to experience various feedback situations, and they can coach each other about how to give specific feedback since it is a team task.
Students In Action

Presentation

This is an example of how students know what they are responsible for after they draw a number from a cup of ping pong balls with numbers written on them. Students know their roles and are able to give feedback at the conclusion of lessons based on their role expectations.
Strategy Explanation

I will post this up each lesson to designate and randomize what number of each team is responsible for certain parts of the lesson as seen in this example. This is great because students need to experience various feedback situations, and they can coach each other about how to give specific feedback since it is a team task.
Freddy Esparza
Los Angeles, CA

Prep Time:
Quick
Subject:
Math
##### Similar Strategies
Whole-Group Instruction

The Learning Journey Review is taking an essential question or a big idea from a content unit and making it visual for the students, usually in a chart or poster. The chart, illustrating a timeline or taxonomy chart, is created at the beginning of an ELA unit and is constantly referred to at the beginning of each week and at the end of the week, thereby helping to connect the week's lessons together.

Feedback Systems

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve?
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

Every Friday we meet to discuss a topic around character development and 21st century skills. This is a vital classroom practice in my class. Because blended learning is so high paced and intense, students need support as not only learners but people as well. Students transition from their seats to prepare to watch videos or form a circle around the perimeter of our carpet. Our council pieces are brought out. Council pieces are small items that both the students and I have brought which hold major meaning to us. Once we meet, the only person who can speak is the one holding the council piece. We begin by making a dedication to someone in our life or someone we have beeng thinking about. At the end of the dedications, we begin our council. The talking piece is passed around and all students share their thoughts or may pass. Sometimes we will bring an on-demand journal to share, or students may respond to a posed question.