Incorporate this 5 Minute Fluency Focus Sequence into your daily reading lessons to improve fluency and target some social emotional learning goals of teaching students to take ownership over their learning by setting goals for themselves and graphing their progress.
Fluency refers to the reading of words quickly and accurately. And research has shown that skilled word level reading is the gateway to fluency.
If fluency related issues are connected to deficits in decoding, instruction should target phonics. If fluency is impaired by rate and accuracy, instruction should target automaticity in application of skills.
The largest factor that determines a student's fluency is the size of his or her vocabulary. So fluency instruction should be directed towards building a student's sight vocabulary. These words can be either phonetically regular or irregular, but the point is for students to be able to instantly read them because they are that familiar.
Simple exposure to words and reading practice boosts sight vocabulary of typical readers!
So here is the 5 Minute Fluency Sequence!
This 5 Minute Fluency Focus Sequence can be incorporated into your daily reading lessons.
Just align your practice passages to learned sight word vocabulary and with, exposure and practice using this sequence, watch student fluency improve!
Social Emotional Learning Component:
Social Emotional Learning: Have students set goals for their fluency! This improves Self Awareness, Self Management, and Responsible Decision-Making skills! Students are able to make more prosocial choices for their own academic learning due to improved goal directed behaviors!
By Miss Rae
Students have definitely changed!
My first years of teaching were spent in a therapeutic classroom in a therapeutic school. The students who sat in front of me then are the profiles of the students who are sitting in general education classrooms today.
These are the students who struggle to regulate their emotions. Their responses to problems do not match the problem. They are unmotivated to learn. They struggle to learn because they can't pay attention. They have suffered been exposed to more trauma than most adults I know. They do not know how to socialize or communicate effectively.
Research indicates that success for students with learning difficulties depends on both effective academic programming AND development of positive social and emotional environments. So what this means for us is that we have to teach strategies for approaching difficult tasks and teach students to believe in their own capacity and ability to learn.
effective academics + positive social emotional environments = student success
By teaching social emotional skills, we are preventing, modifying, and altering the effects of risks and outcomes associated with the typical trajectory of academic failure (Haft, et al., 2016).
So how can we teach SEL skills in our classrooms?
*Have students write a story or write role play (or just role play without adding the writing) typical situations that happen when they are together. Then, discuss! “How would you feel if this happened to you?” "What are some strategies we can use if this does happen to us?
*Make a Feeling Wheel with a spinner. Students can spin, label the feeling face that the spinner lands on, and share (or write) about a time they felt that way.
*Make Feeling Dice (cover milk cartons with paper and drawing different feeling faces on each side). Students toss the dice, label the feeling that lands face up, and share (or write) about a time they felt that way.
*Use read alouds to teach about an emotion. You can choose a picture book or a longer novel. No matter the choice, the discussion should focus on the SEL learning takeaways.
*Show students a photograph of a child's face, showing a certain emotion. Prompt students to think of words to describe the emotion displayed. Write a list of all of the different words students come up with. Then, ask them to turn and talk to their neighbor about a time they have felt that way. Challenge students to use a word from the generated list while they are sharing. The next time you play, make sure the photograph represents a different sort of emotion. The goal is that over time, students will develop an active vocabulary of words that describe their feelings.
By: Miss Rae
Grab these activities here!
And find others here...
Low income students are 4 times more likely to be chronically absent!
Research has found that students who qualified for free lunch or for reduced-price lunch and students on IEPs were much more likely than their more affluent or non-IEP peers to miss a lot of school.
Research has also found that students who are chronically absent are at serious risk of falling behind in school, having lower grades and test scores, having behavioral issues, and, ultimately, dropping out.
Here are a few ways schools can combat absenteeism for ALL students...
1 implement an early warning system to identify at-risk students
2 improve the use of data to identify students at risk of chronic absenteeism
3 individualize support for such students
4 provide interventions within a case management model, where school personnel or program staff work with students, and often their families, on a range of issues
5 student mentors
6 principal-led school partnership meetings
7 build connections to community resources
8 host an awareness campaign
9 increase attendance incentives
10 targeted conversations between a monitor and the student about topics such as progress in school and how to resolve conflicts and cope with challenges
What are some ways your schools support your chronically absent students?
By: Miss Rae
Reference: U.S. Department of Education 2016; see summary in Gottfried and Ehrlich 2018
About half of the students in the United States are presented with challenges when learning to read (National Center for Education Statistics, 2014). This statistic may seem staggering, and it should. But worse, let’s put it into an even more staggering perspective - literacy is an essential element of academic proficiency. It is the medium through which most learning in schools takes place.
There are years of research behind the teaching of reading, but one thing the research always seems to forget is that reading doesn’t just encompass learning to decode for comprehension - it also entails an emotional component.
Struggling learners can be stigmatized by continual reminders of their reading challenges in classrooms, and what does this lead to? Learned failure. Struggling students are two times more likely to drop out of school, experience peer rejection, develop low self-esteem, battle anxiety, and suffer from depression (IDEA, 2002).
If a student can’t read, a student can’t access our academic content. Naturally, academic failures, resulting from repeated reading challenges, can potentially lead to social emotional impacts on students (Haft, et al., 2016).
Our goal as teachers, then, is to not only teach our students to read, but to also develop strong attributes of emotional literacy. We can do this by infusing social emotional resilience into our curriculum. Through the development of social emotional literacy, we can teach protective factors that positively modify or alter the effects of risks and outcomes associated with the typical trajectory of reading failures (Haft, et al., 2016).
So how do we teach our students social emotional literacy?
1. Create and promote supportive classrooms!
A supportive classroom climate protects against the detrimental impacts of reading challenges (Kiuru et al., 2012). Such climates build students’ confidence and optimism through the development of a positive and proactive system for classroom management and learning. Teachers should provide consistent praise for perseverance and effort. Through modeling of such feedback, peers will also begin to encourage each other to develop and meet learning conflicts.
Strategies to meet these challenges can be taught by utilizing cognitive strengths in instruction and differentiation. Great teachers tailor instruction to meet every student’s needs. To support social emotional literacy, differentiation means that we accommodate, intervene, and modify students’ learning to challenge them to meet learning targets, strengthen lagging skills, and essentially, close the achievement gap.
2. Develop strong and positive interpersonal relationships!
Close, positive interpersonal relationships have been identified as increasing the social emotional resilience of students with reading difficulties (Haft, et al., 2016). Specifically, close and constructive peer relationships help struggling learners with acceptance and support in the classroom, leading to positive engagement in school (Shany et al., 2012). Teachers can work to foster these meaningful and productive peer friendships in their classrooms.
Prosocial skills should be taught and reinforced through explicit instruction. This begins by identifying the lagging skill (i.e. turn taking in conversation). Teachers should then explicitly define the skill, model the skill, allow students to role play the skill, and provide performance feedback.
Furthermore, application of social skill learning can be trialed, generalized, and reinforced through teacher mentorship of struggling readers. Student-teacher mentorship can improve students’ social and interpersonal skills, while also providing a positive aspect to school (Ahrens, et al., 2010).
3. Instill a sense of control!
Struggling learners experience a sense of loss of control as they hit continual roadblocks in learning and attempting to read. This, inevitably, increases stress which can lead to maladaptive behaviors, ranging from work and school avoidance to social isolation to acting out in the classroom.
Believing that they exhibit a low academic self-efficacy, struggling readers often view their intelligence as fixed and unable to be changed. However, research has proven that the theory of growth mindset can influence academic growth and achievement (Baird et al., 2009).
By teaching adaptive coping strategies, that involve confronting problems directly, students can improve their functioning and social emotional literacy skills. Teachers can do this by explicitly teaching growth mindset principles and strategies for approaching difficult tasks. When confronted with a problem, students should learn to assess it, identify a strategy for solution, and apply the strategy. They should also learn that if the strategy does not work, it is acceptable to go back to the drawing board and revise the plan of attack.
4. Build student confidence!
Student confidence begins to increase through the successful application of learned coping strategies. Essentially, this teaches students to believe in their own capacity and ability to learn to read! Teachers can strengthen and reinforce improved student confidence by teaching social emotional learning to all students.
Students should cultivate a strong sense of self awareness. Through self awareness, students have a keen sense of their strengths and lagging skills, which enables them to tackle learning goals in a more effective and efficient manner for academic advancement.
Through a self aware goal setting process, students nurture the social emotional skill of self determination. Teachers should help students set realistic, short-term learning goals that utilize and further develop strengths. Short-term goals support more success for the development of both academic and social emotional skills due to immediate and on-going positive praise and reinforcement; thus, facilitating greater strides in academic progress.
Reading is one of the most important gifts we can teach our students. By teaching our students to read, we give them the ability to achieve their life goals, but we cannot forget to target all components of teaching reading, including social emotional literacy!
Ahrens, K., DuBois, DL., Lozano, P., & Richardson L.P. Naturally acquired mentoring relationships and young adult outcomes among adolescents with learning disabilities. Learning Disabilities Research and Practice. 2010; 25:207-216.
Baird, G. L., Scott, W. D., Dearing, E., & Hamill, S. K. (2009). Cognitive self regulation in youth with and without learning disabilities: Academic self efficacy, theories of intelligence, learning vs. performance goal preferences, and effort attributions. Journal of Social and Clinical Psychology, 28, 881-908.
Haft, S. L., Myers, C. A., & Hoeft, F. (2016). Socio-Emotional and Cognitive Resilience in Children with Reading Disabilities. Current opinion in behavioral sciences, 10, 133–141.
IDEAdata.org. Exiting by Disability, Ages 14-21. Individuals with Disabilities Education Act (IDEA); 2002.
Kiuru, N., Poikkeus, A-M., Lerkkanen, M-K., Pakarinen, E., Siekkinen, M. Ahonen, T., & Nurmi, J-E., Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection. Learn Instr. 2012; 22:331-339.
National Center for Education Statistics. The 2003 National Assessment of Adult Literacy (NAAL). http://nces.ed.gov/pubs2003/2003495rev.pdf; ii. Colker, L. J. (2014).
Shany, M., Wiener, J., & Assido, M., Friendship predictors of global self-worth and domain-specific self concepts in university students with and without learning disability. Journal of Learning Disabilities. 2012.
Dear Miss Rae,
How can I help a student who has ZERO coping skills?
My student is a sweet girl who greets her teacher with a hug every day. She can follow routines. She rarely shuts down in class, but when she does it is around academics. When things are hard for her, she completely gives up. Her shutting down is crying and quiet. She will cover her face with her hair, but she does not ask for help. She does NOT like making mistakes. Help me so I can help her! Because the truth is I don’t know how to help her!
Approximately 4.4 million students, aged 3-17 years, have been diagnosed with anxiety (Ghandour, et al., 2018).
So teaching coping skills in schools is a must!
Coping means to make a conscious effort to solve problems and master, minimize, and handle stress or conflict!
Here are some coping strategies that I teach to my students:
ONE: Deep Breathing!
Oxygen helps our bodies relax. Have students breathe in through their nose, expand their bellies, and then, breath out. Try using a pinwheel or bubbles! As students breathe out, get the pinwheel to spin or make some bubbles float into the air!
TWO: WRITE ABOUT FEELINGS!
Writing helps students get their feelings out and learn from them. Give students time to free write about their feelings. This is a private place to confess how they feel. Writing down anxious thoughts helps take them away and allows students a chance to vent their frustrations. Through writing, students are able to connect and listen to themselves as well. This self-reflection allows them to evolve and gain control over their own thoughts.
Try these writing activities for stress:
*Keep a worry journal. Have students write down the worries they are feeling, but then, end with one positive feeling. This helps to break the negative thinking cycle!
*Start a feelings journal. Students write one feeling (i.e. happy, mad, sad, scared) on a page. Students should then think of something that gave them this feeling. Write or draw about what happened.
*Write and Rip! In this activity, students write or draw their worries on a piece of paper. They can read them to themselves, a teacher, counselor, or peer (if they choose). Then, rip up the paper and throw it away.
*Use a question and answer activity to help students process and reflect on their stress experiences.
Three: FOCUS ON THE POSITIVE!
Get students to change their thinking! Oftentimes, when we are anxious, we engage in negative self-talk. How we talk to ourselves affects our outlook on the world. So help students change their mindset!
Teach positive self-talk! Brainstorm ways to revise negative talk.
I can’t make this any better.
What can I improve?
I can’t do this.
I have to practice.
This is too hard.
This may take some time.
I’m never going to get this.
I’ll use a different strategy.
I made a mistake.
Mistakes help me learn.
Create lists! Students can create gratitude lists of things they are thankful for. They can also create favorite lists. Creating a list of things students love to do gives them choices when they are stressed out.
Four: GET MOVING!
Exercise releases endorphins. These are natural painkillers that the brain releases. This helps to reduce stress. So get your kiddos moving! Students can walk in place, run in place, dance, do jumping jacks, stretch, take a walk, or do some yoga all in their classroom!
Relaxing helps students to calm their minds and thus, regulate their emotions.
Create a calming corner within the classroom. This gives students a place to go to for some relaxation time. Students can ask to go to this safe space within the classroom. Once there, they can use a sand timer to track the length of their stay. Then, they can engage in relaxing activities that are all available within the calming space. This could be fidgets, coloring books, clay, books, a mini sandbox, and more. Teach your students how to use these tools to relax prior to introducing the space.
Teach students a trick to release this stress from their bodies:
Tense all of your muscles in your body (really tight...make fists even). Hold your muscles tight for five seconds. Release. Notice how you feel. Repeat two to five times.
You can also teach tensing one muscle group at a time, holding for five seconds, releasing, pause to notice how you feel, and then, moving to the next group.
Let students create a character that represents their anxiety. Have them talk to their character about ways to feel strong and deal with their anxiety. Practice visualizing talking to this character. This will help students use this strategy in a moment of anxiety.
Have your students create video game remote controls for their anxiety. Each button can be a strategy that works for the student. Practice pressing a button and using this strategy.
Create a worry box for the classroom. Decorate a box for the classroom. Students can write their worries on a piece of paper and place them in the box.
Seven: TRACK THE DATA!
We use data to motivate our students in their academics so why don’t we do this with their stress. Students can track their stress in a notebook in order to analyze it. Does their stress have a pattern? Conference with your students to help them gain a deeper understanding of their stress. What was the catalyst for the student’s stress? What was the antecedent to the stress? What was the consequence of the stress? What can a student do to prevent this pattern from continuing
For the most severe cases of students who lack coping skills, teachers can help them by creating IEP goals for them!
Sample IEP Goal:
Given direct instruction, XXX will develop coping skills and strategies to manage frustrations in 3 out of 5 observable opportunities.
1. XXX will be able to use calming strategies when frustrated (breathing exercise or counting backwards) in 3 out of 5 observable opportunities.
2. XXX will be able to verbalize difficulties and accept when no further help can be offered for completing tasks or tests in 3 out of 5 observable opportunities.
3. XXX will put forth effort when confronted with perceived difficult tasks in 3 out of 5 observable opportunities.
Coping skills are skills that our students need to be successful in life - no matter where their journey takes them. Let’s help them to have success in life!
By: Miss Rae
Ghandour RM, Sherman LJ, Vladutiu CJ, Ali MM, Lynch SE, Bitsko RH, Blumberg SJ. Prevalence and treatment of depression, anxiety, and conduct problems in U.S. children. The Journal of Pediatrics, 2018. Published online before print October 12, 2018
TEACHER SELF CARE GUIDE
When students push, give them a hug.
The first day I met Jon, he entered my class followed by one of the school’s many Crisis Interventions. After exchanging some words, it appeared that Jon had not followed an instruction that he was given. The Crisis Interventionist was clearly angry, and Jon was clearly not. And most obvious to me was that Jon was in control of the entire situation. He made the situation go the way he wanted. I respected him for that. I saw the leader in him. I also saw the challenge of fostering the POSITIVE leader in him.
Over the next few months, Jon and I fostered a strong relationship. He was a positive leader in our classroom community. I made sure to allow him to always feel safe and in control when he could be. But then, one day, everything changed. He walked into class, told me he hated me, and then, proceeded to do everything in his power to show me how much he hated me.
Jon had been diagnosed with something called Reactive Attachment Disorder or RAD, as it’s known.
RAD is a condition characterized by markedly disturbed and developmentally inappropriate ways of relating socially in most contexts
When a baby is repeatedly comforted and cared for, an attachment forms with the caregivers. Baby’s who have their needs met learn to love and trust others, develop healthy relationships, regulate emotional responses to situations, be aware of others’ emotions and needs, and have a positive self-image.
On the other hand, when a baby experiences abuse and neglect at the hands of caregivers, attachments do not form. Failure to establish these expected bonds negatively impacts children, leading to possible depression, irritability, and mistrust and/or fear of trusting adults or peers.
Repeated abuse and neglect can leave children at-risk for RAD.
The signs and symptoms of RAD include the following…
-Failure to reach out when picked up or interest in peek-a-boo
-Unexplained withdrawal, fear, sadness or irritability
-Sad and listless appearance
-Not seeking comfort or showing no response when comfort is given
-Failure to smile
-Watching others closely but not engaging in social interaction
-Failing to ask for support or assistance
But RAD is a rare disorder. The majority of children who experience repeated abuse and neglect, including those that have been bounced around to multiple caregivers and experienced abuse and neglect with each, do not develop RAD.
Wait! What?! How is it rare when I can think of at least 3 students in my classroom that exhibit these symptoms?!
Modern-day students make this disorder feel like the norm, right?!
Some of our students have been hurt and let down by adults in the past. When something happens to someone over and over, it becomes an expected behavior. So instead of being let down by another adult who you have started to care about, why not push them away? Isn't that easier? Then, that adult can't hurt you. That adult can let you down like all of the others have.
Not only did Jon state in front of the whole class how much he hated me, he also continued to tell them why he hated me, including my stupidity and ugly appearance in his tirade. He refused to participate in morning meeting, getting two others to follow his choice after explaining how boring morning meeting is. During reading, he broke the picture of my puppy on my desk and twenty minutes later, threw a chair at me. And at the end of the day, I told him that I didn’t know what I had done to upset him, but I couldn’t change unless he told me. I also told him that I cared for him, I didn’t like to see him this upset, and tomorrow is a new day!
The next day he came in and quietly observed the class for the day, never once speaking to me.
At the end of the day, I told him that I was happy to see that he seemed less angry, but I missed the old Jon. Tomorrow would be a new day.
After that, Jon acted as if those two days never happened. He did push again at times, but never so intensely.
Trauma leaves an impact. No matter the trauma, a person’s brain is essentially altered in terms of thinking, emotional regulation, and response to fears.
So when a student pushes you away, don't let them. Instead, let them know that you are not like the other adults who have let them down in the past. Let them know that you are not going anywhere. They aren't going to be able to push you away - just give it up, kid
When students push, give them a hug.
By: Miss Rae
About 4 percent of girls in the U.S. dropped out of school in 2016. While this number may not seem alarming, its repercussions are!
Educated women increase a country’s economy. Research has proven that by failing to educate girls, some countries lose more than $1 billion annually.
Research has also proven why students dropout of school. Many of their reasons are factors located within our schools
But what we don’t know is specifically why our girls are dropping out of school.
And why don’t we know this?
Because what there hasn’t been much research on is why our GIRLS are dropping out of school!
They say girls run the world so let’s tell them what we need to keep our girls from becoming dropouts!
Most schools have comprehensive plans to address crisis behaviors and bullying, but do these plans even consider that female students have different needs? Do these plans include targeted interventions for our girls? Do these plans address sexual harassment and rape?
Kudos to those who do!
Equal opportunity is a right for ALL, and ALL should be included in our schools!
And like ALL students...
Our girls need to feel safe in school.
Girl bullying has its own rules. Exclusion, rumors, gossip, verbal and written harassment, and rallying others to participate in the exclusion are just a few of the tactics that girls possess.
Boys tend to be bullied physically while our girls are excluded differently. Girls will share their friends secrets to purposely embarrass her. The next step in hurting another girl is to get others to join in your jealousy of your former friend and begin making mean comments about her clothes or looks. Finally, the former friend is ostracized into isolation.
Boys tend to mostly by only other boys while girls are bullied by other girls and boys. And research has shown that girls are more likely than boys to be bullied on school property.
So our schools are in need of some anti-discrimination and social emotional learning policies and curriculums. Policies and student and staff learning should include an understanding around students who become pregnant. Schools can include Title IX coordinators in their budgets to help adopt, teach, and enforce these procedures and teachings.
Girls tend to bully as a means to gain attention or control due to feelings of jealousy or a lack of importance or self-esteem. By fostering meaningful relationships with others, including peers, mentoring adults, and advisory, our girls can improve their self-confidence and empathy.
Our girls need these relationships to become stronger women!
“If you educate a man, you educate an individual. But if you educate a woman, you educate a nation.”
Empower our girls, giving them a voice to use to change the world!
By supporting our girls’ success in typically male dominated career and technical education courses, we are engaging them in an education and providing them with a future! The girls who are successful in these programs will have gained a stronger self-image as a result!
But how do we empower the rest of our girls?
Our girls need strong female role models! And our strong female teaching staff are the perfect solution! So, model and mentor away, ladies! But let’s make sure our ladies have the support for this too. Schools should train their staff on modeling and mentoring students.
Our curriculum should include strong female characters from present-day, history, and our best fictional works! Schools can create teams to ensure a strong female presence curriculum (vertically aligned ofcourse).
By giving our girls a voice, we help them stand up for themselves, give them confidence, and teach them to ask questions to grow and learn!
A voice also helps them say, “no” when they need to!
Schools need to teach our girls how to prevent teen pregnancy!
Pregnancy is the major reason for our girl dropouts. Thirty percent of girls who dropout cite pregnancy as the reason. But research has proven that the higher the level of education a girl has, the less likely they are to get pregnant at a young age. Therefore, schools must have comprehensive and quality sex ed programs and keep our girls in school!
Let’s face a reality, though, for a moment - despite our best efforts, there are many things that are out of our control so a student may become pregnant. And we still need to support our pregnant girls. Schools can assist students with social service engagement, provide child care (add an early childhood curriculum that doubles as daycare), and offer alternative schooling options and individualized graduation plans.
Schools can partner with social service agencies as well to offer classes in parenting skills, prenatal care, and child development.
Teen pregnancies can also result from social issues.
Address our girls’ silent behaviors!
Since our boys tend to be our ACTING OUT behavior problems, their problems get noticed. Our girls, on the other hand, exhibit silent behaviors.
Girls tend to express themselves through absenteeism. Schools can utilize data tracking systems to track attendance and address it early. Students at-risk for dropping out can be identified sooner and interventions can be implemented sooner!
Absenteeism can lead to academic problems and academic problems can lead to absenteeism. Much like the chicken or the egg debate, the point is moot. But the solution is simple - we need to engage our girls in school! Personalize the environment and instructional process for our girls. This can be done through accommodations, academic support, and enrichment.
Tutoring is one method of providing academic support or enrichment. And get more bang for your buck - tutors can be mentors too!
Mentors (peer or staff) act as advocates and targeted interventions for your at-risk female dropouts. Staff mentors should focus on engaging parents, advocating for students, and addressing academic and social barriers for students.
Mentors can also ensure that girls have equal opportunities to participate in sports and girl teams are treated equitably. And sports keep kids in school!
Alternative schooling options keep our girls in school!
-Career and technical education
A girl with an extra year of education earns 20 percent more! So stay in school and let’s go takeover the world, girls!
By: Miss Rae
National Center for Education Statistics, Current Population Survey (CPS), 2016
Calling all teachers!!!! Does this sound familiar???
“Suzy isn’t friends with me anymore. She called me a bad name at lunch.” ...or...
“Boys and girls, we have been so chatty in our groups that we are not finishing our work.” ...or how about...
“Johnny keeps cutting me in line.” ...or...
“Class, the rule is that we are silent when we travel as a class in the hallway. We have been late to lunch all week because our line has to keep stopping and waiting for students to stop talking.”
And how about these???
“I read this math problem. Now what? How do I solve this math problem?”
“Why did the American Revolution happen? I don’t see where it says it in the text.”
“Who knows why the character chose to do that? What was she thinking?”
And then, there are the questions we ask ourselves:
How do we teach our students to independently problem solve???
How do we teach them how to solve their social conflicts???
How do we teach them to challenge themselves in their own learning in order to grow as a learner???
Our students do not know how to solve problems! They have not learned how to analyze problems before jumping right in!
So, here is what I do!
I use the Analyzing a Problem Classroom Protocol! And I use it in my academic content area instruction AND for solving classroom management issues!
Analyzing a Problem Classroom Protocol includes a step-by-step structured approach for students for analyzing problems prior to attempting to solve them! This protocol gives educators an approach to follow to work together in order to solve classroom community and academic problems!
Analyzing a Problem Classroom Protocol:
-Presenter describes the problem and asks a focus question.
-Group members ask clarifying questions.
-The Facilitator facilitates Response Rounds, eliciting responses from each group member to the presented problem.
-The Presenter should take notes throughout the process and then reads the notes aloud.
-The Presenter asks “What options for solution did our group present?”
-Make a list of the solutions.
Optional: Debrief the team process: What were the team’s strengths? Difficulties? What helped the team work together? How can difficulties be improved next time?
Happy problem solving!
By Miss Rae
Hi! I'm Miss Rae! I'm a Special Education Coordinator with a passion for creating research-based resources for DiVeRSe learners and helping teachers make their lives easier! #teacherrealtalk #missraesroom