I am also interested in the grouping cards, however the link does not work.

I have been working a lot on classroom culture using the words expected, unexpected and getting students to think about how they want others to think about them.  I meet the kids at the door before they enter and try to get there when they are leaving.  I started my year out with Kagan, totally loved it, then switch to random grouping when I am getting them to work on the white boards.  It is a work in progress but I am enjoying the results.  I do have one class where some of the students have a bad history so they are adamant that they not be put together. I say Okay and work around it.  I liked the activities you showed on getting kids to stand and make decisions.  Do you have this resource available for download? And thanks for the group cards. I have been using a deck of cards and your group cards would be more fun.

Math is collaborative, but everyone has something to offer. It’s not just about the ‘smart kids’ leading the way.

I wonder – how can I get students reliably grappling with the work in group situations and not letting others do the work for them.

I found the five key outcomes to group work to be interesting as not one of the key outcomes states to look for people who have specific qualities. This, to me, means that any team can be successful given the proper tone and culture.

I am wondering how you set the stage to beginning to have healthy debates in your classroom.

This lesson is very informative.I had always encouraged collaboration or group work as long as each team member respects and trusts eadh other. But our supervisor who is more of an English teacher wouldnormally discourage me about this. This lesson has given me an assurance that I am in the right track. I can share this info with my colleagues in the next school year. Love the group random cards.

• This reply was modified 1 year, 1 month ago by  Maria Carmela Sanchez.

I have those cards and use them occasionally, but I’ve actually moved away from them because it is much quicker and simpler to just distribute their name sticks (popsicle sticks that they write their name on at the beginning of the year) randomly at the desks instead.

I’m nervous about this coming year post Covid as from what I’m seeing I think I have to have a set seating arrangement for the semester at least to minimize contact, and this will have to include social distancing, so no group work at the same table. I’m hoping that I’m reading things wrong.

I do like the idea of using estimation 180 and WODB and the like to start math fights. I’ve never really gotten into a daily practice of these as I fear the amount of time they take out of the day. But, I think I’m going to make an effort this year. Especially since I’ll be removing my daily timed HW quiz.

After listening to the many podcasts, I spent much more time at the beginning of the semester building class culture. What a difference this has made!

A safe classroom is so important.

It shouldn’t surprise me but I always find it refreshing to hear that safety is at the top of the list for what can determine a functional team. It really sets the stage for everything else we do.

Definitely phycological safety is related to assessment ; love the way it was presented. Moreover we have to admit how many negative psychological impacts math assessments do have on our students!

I really like the “Break the Golden rule”. For me that is my big takeaway and that what we think others will find helpful may not actually be so and we need to get to know our partners and their preferences well.

I feel that the safe classroom culture that I have instituted since the start of the year is really paying dividends now that we are in the latter part of the year. Students are always excited to see what random group they will be in each day. Student discussion is immediate when they get into their groups. They are respectful of each others’ thoughts and ideas. There is much to be learned about the importance of psychological safety in groups.

My biggest takeaway was the last bit about how the change of one, either assessment practices/lessons, necessitated the other! I’m finding myself firmly in this camp. I am learning more and more to change my assessments, and am trying to follow along with my lessons.

A question I have is, is there such a thing as too early to start this? I’m pumped about it now, but the school year is coming to an end, how do I start building these habits/skills now without “pulling the rug out” from my students that have gone all year with different practices/beliefs?

Take away: What will I change first and remain focused on that will create a culture of trust and support which will allow for challenge? Set expectation of consistent regrouping from the start so that students are hearing from a variety of learners and spend time planning, facilitating and feedback to build my “trustworthiness”

I appreciated what makes a team work well and concrete ways we can build that psychological safety! I can think about my own personal experiences and how feeling unsafe definitely creates risk-taking avoidance. I really like the card activities… handing students cards and have them partner up with students with the matching card. How do we help students who might have social conflicts outside of class feel safe with each other when in class? How do we overcome some of those situations that happen outside of our classrooms that we might not even know about?

Random grouping is my takeaway here because it will also keep that embarrassment of the last one picked from interfering with a students’ learning. This all makes sense to me and I’m glad to hear this message again.

I, too, am excited about the random groupings and using the cards. I’m worried about a couple of students I will be getting this year. I’ve seen them in class and/or worked with them in labs for the past few years and I fear that I won’t be able to engage them. I’m worried about their buy-in. Otherwise, I’m excited to try! I keep telling myself “keep that growth mindset”!!

Big Take Away: Every DAY change groups. I just need to do this… I already do random grouping and change every unit as it feels like it creates routine. However, a routine could be new groups everyday.

I wonder how I can help my PLC team feel safe. I like to change things up and find I need to make adjustments based on students’ understanding. Many times I allow the struggle and this takes time, where others might jump into the rule. Therefore, we have a disconnect on how long it takes to teach learning targets.