Do your “Do Now” activity.

LARGECLASSES

Class Agenda• “Do Now” Activity• Basic Large Class Concepts1. Groups are Good!2. Routines Rock! Engage in Common Large Class Routines:

– Written Class Agenda3. Model & Validate Good Behavior! Discussion Class Rules4. Build Student Responsibility Team Organization

• Team Name• Team Seating Chart• Team Leader selected

Jigsaw Activity5. Use Self and Peer Assessment

• Team Leader Group Evaluation and Debriefing• Young Learners

For Large Classes1. Groups are good!

2. Routines rock!

3. Model and Validate G-o-o-d Behavior.

4. Student Responsibility sees and does when teacher eyes and hands can’t be in all places.

5. Self and Peer Assessment gets students checking—so when the teacher grades, she grades a better product.

Groups are Good• Groups allow large class students to practice as much as small class

students• Pairs and quads can turn “front row” to “back row”• Group work routine--

1. Model for students once2. A group of students model in front of class—as follows:

a) One member of pair begins, the other followb) Then, change roles

3. All Selective Report-back

• Pairs for Practice, Groups for Discussion

Note: We usually recommend using the Medium of Instruction (English/French/Spanish)...

...for procedural language (instructions, feedback, explanations).

• However in large classes when you have to SET consistent routines quickly, you can use the “local” language as a procedural language to explain what students need to do to make the class work.

• As long as you explain (and then demonstrate!) that once students have got used to the routines, you will little by little switch to more (English, French, Spanish, Portuguese, etc.).

Routine 1: Class Agenda• Do Now” Activity• Basic Large Class Concepts1. Groups are Good!2. Routines Rock! Engage in Common Large Class Routines:

– Written Class Agenda3. Model & Validate Good Behavior! Discussion Class Rules4. Build Student Responsibility Team Organization

• Team Name• Team Seating Chart• Team Leader selected

Jigsaw Activity5. Use Self and Peer Assessment

• Team Leader Group Evaluation and Debriefing• Young Learners

Guidelines for Class Agenda• BEFORE Activity: The teacher should briefly review the written

agenda at the start of every class. •  • DURING Activity: Then as each agenda item is completed, return to

the agenda, make a connection to earlier or later agenda items and note when that the particular item is completed.

•  • AFTER Activity: Stop five minutes before the end of class to revisit

the agenda and use it as a guide to quickly review what was covered during the lesson.

Model and Validate G-o-o-d Behavior• Disrupt a large class because of a disruption and you can lose the

class for the entire session• Regularly review what good behaviors are• Validate students for good classroom behaviors• Good behavior checklist posted on class wall• Behavior contracts (again, maybe a sort of checklist)• When one (or a few students) is/are acting out, ask other students

randomly to state the proper behavior. After several have stated the appropriate behavior, ask the student who has been disruptive what the correction behavior is. If you don’t get an appropriate answer (or behavior) ask others again.

• Set classroom behavior rules with students

Routine 2: Class Rules1. Come to class on time.

2. Team leaders get their folder from my desk and distribute papers to your group

3. Sit in your seat and begin your “Do Now” activity.

4. When finished with your “Do Now activity, help others finish.

5. Raise your hand to speak or answer a question.

6. Start practice as quickly as possible.

7. Speak English as much as you can.

8. Speak quietly when practicing

9. Stay on task and help others to do the same.

10.When finished, turn to the front and be quiet.

Building Student Responsibility• When students take responsibility for their learning the teacher gains

many hands, eyes, and ears to help her in her teaching task.• Using and reviewing routines gives students ways to reflect on

whether they are being responsible• Group and team rules and procedures make team members

responsible for teaching other• Self assessment encourages honesty. Peer assessment builds

collegiality and accountability. Team assessment makes students, not just the teacher, responsible for helping the entire group succeed.

• Students who take responsibility for their learning tend to learn more and gradually develop better learning strategies.

Routine 3: Sample Team Member Roles1. Monitor: ensure everyone pays attention and speaks English

2. Secretary: takes notes

3. Reporter: reports results of group work to class.

4. Self or Peer Checklist Monitor: Keeps track of checklists and makes sure team members answer all questions.

5. Directions Interpreter: answers any questions about directions and makes sure that directions are followed.

6. Time Keeper: keeps track of time

7. Task Manager: gets needed materials and cleans up, if needed

Team Leader Duties

• Pick up folders in morning and give materials to group.

• Mark attendance

• Pick up or return materials to teacher as necessary

• Answer teacher’s questions about the group.

• Return all materials to teacher at the end of the class.

• Maintain group discipline

Team Seating Chart (example)

Class Agenda1. “Do Now” Activity2. Basic Large Class Concepts3. Groups are Good!4. Routines Rock! Engage in Common Large Class Routines:

– Written Class Agenda– Model & Validate G-o-o-d Behavior! Discussion Class Rules– Build Student Responsibility Team Organization

• Team Name• Team Seating Chart• Team Leader selected

5. Use Self and Peer Assessment6. Team Leader Group Evaluation and Debriefing7. Young Learners

Self and Peer Assessment Examples

SELF Assessment—Have you done all this?

Circle each step you have completed:

• I will state the main idea of the reading/presentation.

• I have provided my opinion of the reading.

• When I share my reading, I am giving the main ideas, not just reading the words. 

• I have one question to ask my group members.

PEER Assessment—Help Teammates Succeed!

• The presenter was loud enough and easy to understand Y/N

• The presentation was about _______________________________

• I remember at least one idea the presenter said. Y/N 

• The presenter asked us a question. Y/N

• It was a question at least one of us could answer. Y/N

Team Leader EvaluationNOTE: ALL team members participate in completing this report

 • How many students arrived on time ? __________

• How many students worked and talked quietly without disturbing others? ________

• How many students started their “Do Now” work right away? ________

• How many students listened closely to the teacher? __________ 

• Was the “Do Now” activity easy, average or hard for the group? _____

Class Agenda• Do Now” Activity• Basic Large Class Concepts1. Groups are Good!2. Routines Rock! Engage in Common Large Class Routines:

– Written Class Agenda3. Model & Validate Good Behavior! Discussion Class Rules4. Build Student Responsibility Team Organization

• Team Name• Team Seating Chart• Team Leader selected

Jigsaw Activity5. Use Self and Peer Assessment

• Team Leader Group Evaluation and Debriefing• Young Learners

Young Learners• Routines should be more straight-forward, simpler, more structured.• The amounts of time primary students can pay attention to a

classrooms activity w/o a break will be limited. Break activities into shorter segments so that students can reasonably stay on task.

• Frame work-breaks in terms set routines appropriate to the session; e.g., sing a particular song, do a particular movement activity, engage in a short game related to your activities.

• Establish specific hand gestures and words with different kinds of activities.

• As mentioned earlier, if someone is engaged in disruptive behavior, ask another student what the proper behavior is.

• Ask children for activity outcomes before, and just after, each activity.

What Do You Think?

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