Cooperative Learning Activity: "Numbered Heads Together" - Math Class, Day 1
Objective: Students will be able to analytically read a food label and assess caloric values for fat, carbohydrate and protein using conversions. They will evaluate these quantities for 1 serving and the entire package. They will participate in the cooperative learning activity "Numbered Heads Together" to complete their "Determining Calories" Graphic Organizer.
Anti-bias Framework Domain: DI.6-8.6 (diversity). I interact with people who are similar to and different from me, and I show respect to all people.
Students will be expected to interact respectfully with all members of their group despite any differences between group members. We have chosen this Anti-bias standard and outcome because respectful behavior is a crucial element of cooperative learning.
Assessment: Attached as a file below.
Numbered Heads Together (Student Activity Description):
Step 1: Preparation - Students placed in groups of 3 (H, M, L). Each student will have a whiteboard, marker, eraser, graphic organizer and mac & cheese food label.
Step 2: Independent Thinking - Teacher displays and reads the first task. Students first work independently to discover the answer and write what they think on their whiteboards. They turn their whiteboards over when they're finished so they teacher knows when the whole class is ready for the next step.
Step 4: Numbered Heads Together - students stand-up, place their whiteboards face up in the middle of their table and lean their heads together to compare answers and decide what the best answer is for their team. All students update their work and answers on their whiteboards. When the team agrees and is finished, they sit down to signal to the teacher they are ready.
Step 5: Team Share - Teacher spins the numbered spinner. If it lands on 1, person number 1 from each team must stand up and hold their whiteboard answer up high. We compare answers and discuss any difference of opinion.
Step 6: Repeat - The process is repeated for all 4 tasks on the graphic organizer, plus an additional 3 questions specific to vocabulary.
Objective: Students will be able to analytically read a food label and assess caloric values for fat, carbohydrate and protein using conversions. They will evaluate these quantities for 1 serving and the entire package. They will participate in the cooperative learning activity "Numbered Heads Together" to complete their "Determining Calories" Graphic Organizer.
Anti-bias Framework Domain: DI.6-8.6 (diversity). I interact with people who are similar to and different from me, and I show respect to all people.
Students will be expected to interact respectfully with all members of their group despite any differences between group members. We have chosen this Anti-bias standard and outcome because respectful behavior is a crucial element of cooperative learning.
Assessment: Attached as a file below.
Numbered Heads Together (Student Activity Description):
Step 1: Preparation - Students placed in groups of 3 (H, M, L). Each student will have a whiteboard, marker, eraser, graphic organizer and mac & cheese food label.
Step 2: Independent Thinking - Teacher displays and reads the first task. Students first work independently to discover the answer and write what they think on their whiteboards. They turn their whiteboards over when they're finished so they teacher knows when the whole class is ready for the next step.
Step 4: Numbered Heads Together - students stand-up, place their whiteboards face up in the middle of their table and lean their heads together to compare answers and decide what the best answer is for their team. All students update their work and answers on their whiteboards. When the team agrees and is finished, they sit down to signal to the teacher they are ready.
Step 5: Team Share - Teacher spins the numbered spinner. If it lands on 1, person number 1 from each team must stand up and hold their whiteboard answer up high. We compare answers and discuss any difference of opinion.
Step 6: Repeat - The process is repeated for all 4 tasks on the graphic organizer, plus an additional 3 questions specific to vocabulary.
Determining Calories Graphic Organizer | |
File Size: | 209 kb |
File Type: |
PIGS - Positive Interdependence, Individual & Group Accountability, Group Processing, Social Skills
FaceS - Face to Face Interaction, Specific Task
FaceS - Face to Face Interaction, Specific Task
P - Positive Interdependence Critical Questions
Positive Correlation: Are students on the same side? In our activity, students work together toward the mutual goal of determining caloric values for each task.
Interdependence: Does the task require working together? Numbered Heads Together requires working together to come up with an agreed upon answer for the team.
I - Individual & Group Accountability Questions
How will students be individually accountable for learning? Students are first given independent think time before sharing with their team.
How will students be responsible for the whole group's learning? Each team member must have worked the problem out and highlighted the answer clearly. Random members of the group will be chosen to present their team's answer.
G - Group Processing Questions
Observation, Reflection, Goal Setting? When the teacher calls "numbered heads together", all students stand and present their whiteboard in the middle of the huddle. Team members observe each others work and answers. They reflect on which answers they believe are correct and why. Then the agree upon a team answer and make sure each member has this on their board and is confident to explain the reasoning behind it.
S - Social Skills Questions
Trust building, communication, decision making, conflict resolution? Students must communicate with one another to decide upon an agreed upon answer for their group. They must discuss the different answers that may be presented at first and leaders must step forward to coach toward the correct steps. They must trust each other to represent the group in explaining the answer.
FaceS
Our room is set up Kagan Strategy style. The students are group H, M, L so that there is a supportive heterogeneous mix of student abilities at each table. They are seating in their table groups; each seat is numbered 1, 2, or 3. They work face to face when the stand up and huddle to compare and discuss answers on the specific task they were given.
Positive Correlation: Are students on the same side? In our activity, students work together toward the mutual goal of determining caloric values for each task.
Interdependence: Does the task require working together? Numbered Heads Together requires working together to come up with an agreed upon answer for the team.
I - Individual & Group Accountability Questions
How will students be individually accountable for learning? Students are first given independent think time before sharing with their team.
How will students be responsible for the whole group's learning? Each team member must have worked the problem out and highlighted the answer clearly. Random members of the group will be chosen to present their team's answer.
G - Group Processing Questions
Observation, Reflection, Goal Setting? When the teacher calls "numbered heads together", all students stand and present their whiteboard in the middle of the huddle. Team members observe each others work and answers. They reflect on which answers they believe are correct and why. Then the agree upon a team answer and make sure each member has this on their board and is confident to explain the reasoning behind it.
S - Social Skills Questions
Trust building, communication, decision making, conflict resolution? Students must communicate with one another to decide upon an agreed upon answer for their group. They must discuss the different answers that may be presented at first and leaders must step forward to coach toward the correct steps. They must trust each other to represent the group in explaining the answer.
FaceS
Our room is set up Kagan Strategy style. The students are group H, M, L so that there is a supportive heterogeneous mix of student abilities at each table. They are seating in their table groups; each seat is numbered 1, 2, or 3. They work face to face when the stand up and huddle to compare and discuss answers on the specific task they were given.
Differentiation
EL student: Group the English learner with a reclassified Spanish speaker and with a high achieving English only student. This arrangement will give the EL students a resource in Spanish as well as a model of how a high achiever accomplishes tasks
Sw/SN: Student with Autism will have an aide to write for him, but he will be supplying the information. This will allow him to participate in the group activity without slowing the group down.
Low: All of the groups will have one high level student, one medium, one low level. This will help the low level student as he will be exposed to high level strategies. The medium level person in this group will be crucial to alleviating the low level student from feeling self-conscious.
Medium: This student will be paired with both a low level and high level student. If they need support, they will have two students to bounce ideas off of. If they finish early they can challenge themselves by working ahead on the graphic organizer.
High: Students will have the graphic organizer in front of them for the whole task. If a high level student finishes their individual thinking early, they may work ahead on the graphic organizer to complete the next tasks.
EL student: Group the English learner with a reclassified Spanish speaker and with a high achieving English only student. This arrangement will give the EL students a resource in Spanish as well as a model of how a high achiever accomplishes tasks
Sw/SN: Student with Autism will have an aide to write for him, but he will be supplying the information. This will allow him to participate in the group activity without slowing the group down.
Low: All of the groups will have one high level student, one medium, one low level. This will help the low level student as he will be exposed to high level strategies. The medium level person in this group will be crucial to alleviating the low level student from feeling self-conscious.
Medium: This student will be paired with both a low level and high level student. If they need support, they will have two students to bounce ideas off of. If they finish early they can challenge themselves by working ahead on the graphic organizer.
High: Students will have the graphic organizer in front of them for the whole task. If a high level student finishes their individual thinking early, they may work ahead on the graphic organizer to complete the next tasks.