Council for Character Development: Council Session topic discussion 5.6.15.pdf

 
 
 
Council Session topic discussion 5.6.15.pdf
Presentation
 
 
We normally start council by reflecting on a topic we are discussing or that is relevant to what students need for motivation and focus.Students respond to the prompt on the bottom of the slide using their interactive journals. Once they have all had enough time to respond in their interactive journals, they music-pair-share what they have written. We then meet on the carpet to share out our thoughts. We have a whole group discussion using the sentence stems students were given with the prompt or students may freely respond to our topic.
  • Council Session topic discussion 5.6.15.pdf
  • Council Session topic discussion 5.6.15.pdf
Presentation
 
 
We normally start council by reflecting on a topic we are discussing or that is relevant to what students need for motivation and focus.Students respond to the prompt on the bottom of the slide using their interactive journals. Once they have all had enough time to respond in their interactive journals, they music-pair-share what they have written. We then meet on the carpet to share out our thoughts. We have a whole group discussion using the sentence stems students were given with the prompt or students may freely respond to our topic.
 
Academic Culture

Council for Character Development

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.  


Strategy Resources (2)
Students In Action
 
 
 
Presentation
 
 
We normally start council by reflecting on a topic we are discussing or that is relevant to what students need for motivation and focus.Students respond to the prompt on the bottom of the slide using their interactive journals. Once they have all had enough time to respond in their interactive journals, they music-pair-share what they have written. We then meet on the carpet to share out our thoughts. We have a whole group discussion using the sentence stems students were given with the prompt or students may freely respond to our topic.
 
Students In Action
 
 
Presentation
 
 
We normally start council by reflecting on a topic we are discussing or that is relevant to what students need for motivation and focus.Students respond to the prompt on the bottom of the slide using their interactive journals. Once they have all had enough time to respond in their interactive journals, they music-pair-share what they have written. We then meet on the carpet to share out our thoughts. We have a whole group discussion using the sentence stems students were given with the prompt or students may freely respond to our topic.
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Third grade
Similar Strategies
Academic Culture
Council

Council is a time for my students to share their highs and lows related to academics, and to share what's successful and struggling for them in the class. It is a non-hierarchical forum for discussion. This is important in my classroom because it gives us a powerful practice to understand more fully and appreciate the diverse backgrounds, experiences, and opinions of our classroom. It is a process that continually evolves with each group and in each time in our own developments.  

 
Assessment & Data
Mark's Use of Assessments and Data

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class period, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Mark utilizes Assessment and Data here.

 
Routines and Procedures
Station Transition

Station transitions occur multiple times in a blended classroom. During station transitions, the team or group that’s coming out of the computers lines up and collects the materials ready to go into the whole group lesson on the rug. At the same time, the group that was just on the rug is now going to the computers and collecting their materials for the computers. We give each students 30 seconds to transition, after which we positively praise 3-4 students for making good transitions.

 
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