Placemat Consensus

Directions

1. Teams of students are given a large sheet of paper 2. Each team divides the paper into sections so that each student has a section

and there is a consensus circle in the middle. 3. Teacher provides the team with a topic. (What were the most important

pieces that were covered during the math lesson?) 4. Students respond to the question in their individual section of the team

paper writing or drawing as many ideas as they can come up with. 5. Teammate number one shares one item that he/she has written. 6. Teammates discuss the item as a group. 7. If the team comes to a consensus about that item, it is placed in the middle

of the placemat. 8. This continues for each of the remaining team members is a Round Robin

share until all ideas have been discussed or until time is called.

Placemat Consensus

Directions

1. Teams of students are given a large sheet of paper 2. Each team divides the paper into sections so that each student has a section

and there is a consensus circle in the middle. 3. Teacher provides the team with a topic. (What were the most important

pieces that were covered during the math lesson?) 4. Students respond to the question in their individual section of the team

paper writing or drawing as many ideas as they can come up with. 5. Teammate number one shares one item that he/she has written. 6. Teammates discuss the item as a group. 7. If the team comes to a consensus about that item, it is placed in the middle

of the placemat. 8. This continues for each of the remaining team members is a Round Robin

share until all ideas have been discussed or until time is called.

Ways to Implement This Structure

Management Ideas

1. Brainstorming traits of a character in a story 2. Different ways to write equations for a given solution 3. Team building with favorite things 4. Reviewing for a test 5. Word Choice 6. Coming up with a classroom rule 7. Parts of speech 8. Spelling patterns 9. 10.

1. Placemat drawn prior to the lesson by the teacher 2. Practice with the structure and expectation given ahead of time 3. 4. 5. 6. 7. 8. 9. 10.

Ways to Implement This Structure

Management Ideas

1. Brainstorming traits of a character in a story 2. Different ways to write equations for a given solution 3. Team building with favorite things 4. Reviewing for a test 5. Word Choice 6. Coming up with a classroom rule 7. Parts of speech 8. Spelling patterns 9. 10.

1. Placemat drawn prior to the lesson by the teacher 2. Practice with the structure and expectation given ahead of time 3. 4. 5. 6. 7. 8. 9. 10.

Rally Robin

In pairs, students alternate generating oral responses.

Directions:

1. Assign students to work with their “across the street” neighbor.

2. Give students a topic to discuss or brainstorm.

3. Students alternate generating oral responses to the prompt.

4. Follow up by a quick round robin class share.

Rally Robin

In pairs, students alternate generating oral responses.

Directions:

1. Assign students to work with their “across the street” neighbor.

2. Give students a topic to discuss or brainstorm.

3. Students alternate generating oral responses to the prompt.

4. Follow up by a quick round robin class share.

Ways to Implement This Structure

Management Ideas

1. A great brainstorming technique. 2. Use for a quick formative assessment. 3. 4. 5. 6. 7. 8. 9. 10.

1. Kids can work with shoulder partners or across the street neighbors. 2. Have a plan for odd numbered groups. 3. May want one student to record, 4. Follow up with a quick round robin class share. 5. 6. 7.

Ways to Implement This Structure

Management Ideas

1. A great brainstorming technique. 2. Use for a quick formative assessment. 3. 4. 5. 6. 7. 8. 9. 10.

1. Kids can work with shoulder partners or across the street neighbors. 2. Have a plan for odd numbered groups. 3. May want one student to record, 4. Follow up with a quick round robin class share. 5. 6. 7.

Round Robin

Involves students taking turns in a team sharing information in oral form.

Directions:

1. Class is divided into small groups (4 to 6) with one person appointed as the recorder.

2. An open-ended question is posed with many answers and students are given time to think

about answers.

3. After the "think time," members of the team share responses with one another round robin

style.

4. The recorder writes down the answers of the group members. The person next to the recorder

starts and each person in the group in order gives an answer until time is called.

Round Robin

Involves students taking turns in a team sharing information in oral form.

Directions: 1. Class is divided into small groups (4 to 6) with one person appointed as the recorder.

2. An open-ended question is posed with many answers and students are given time to think

about answers.

3. After the "think time," members of the team share responses with one another round robin

style.

4. The recorder writes down the answers of the group members. The person next to the recorder

starts and each person in the group in order gives an answer until time is called.

Ways to Implement This Structure

Management Ideas

1. A great brainstorming technique. 2. Use for a quick formative assessment.

3. Single Round Robin: Each student

responds one time.

4. All Write Round Robin Each student

responds orally. If

teammates agree, all students record

the answer on their own paper.

Timed Round Robin: Each student

contributes one time for a designated

length of time (one minute, 30 seconds,

etc).

1. Kids can work quickly with their table groups 2. Have a plan for assigning recorder.

3. May want to use talking chips to hold student accountable for participation. 4. Could do quietly as a Round Table with students writing and passing the paper 5. 6. 7.

Ways to Implement This Structure

Management Ideas

1. A great brainstorming technique. 2. Use for a quick formative assessment.

3. Single Round Robin: Each student

responds one time.

4. All Write Round Robin Each student

responds orally. If

teammates agree, all students record

the answer on their own paper.

Timed Round Robin: Each student

contributes one time for a designated

length of time (one minute, 30 seconds,

etc).

1. Kids can work quickly with their table groups 2. Have a plan for assigning recorder.

3. May want to use talking chips to hold student accountable for participation. 4. Could do quietly as a Round Table with students writing and passing the paper 5. 6. 7.

Stand Up-Hand Up-Pair Up

Students stand up, put their hands up, and quickly find a partner. Steps

1. Teacher says “stand up, hand up, pair up!” 2. Students stand up and keep one hand in the air until they find the closest partner who’s not

a teammate. 3. Teacher asks a question or gives and assignment. 4. Teacher provides think time. 5. Partners share using:

a. Pair discussion b. RallyRobin c. Timed Pair Share

Stand Up-Hand Up-Pair Up

Students stand up, put their hands up, and quickly find a partner. Steps

1. Teacher says “stand up, hand up, pair up!” 2. Students stand up and keep one hand in the air until they find the closest partner who’s not

a teammate. 3. Teacher asks a question or gives and assignment. 4. Teacher provides think time. 5. Partners share using:

a. Pair discussion b. RallyRobin c. Timed Pair Share

Ways to Implement This Structure

Management Ideas

1. 2. 3. 4. 5.

1. 2. 3. 4 5.

Ways to Implement This Structure

Management Ideas

1. 2. 3. 4. 5.

1. 2. 3. 4. 5.

Pairs, PairSteps: 1. Use existing system of partnering (shoulder or face partners)

2. Inform the students they will be moving throughout the classroom

a. Be specific on how students will move, and what materials they will need when completing the activity

3. Students will pair up with another set of partners creating a new group of four:

a. This can be done at random or through a previous grouping structure

4. Be sure to model the expectation of the group following the conversation

5. Groups of four will use Round Robin, or any other structure to share out answers to the given prompt

Pairs, PairSteps: 1. Use existing system of partnering (shoulder or face partners)

2. Inform the students they will be moving throughout the classroom

a. Be specific on how students will move, and what materials they will need when completing the activity

3. Students will pair up with another set of partners creating a new group of four:

a. This can be done at random or through a previous grouping structure

4. Be sure to model the expectation of the group following the conversation

5. Groups of four will use Round Robin, or any other structure to share out answers to the given prompt

Ideas and Tips

1. A great way to incorporate all students and incorporate movement in the classroom 2. Model this activity for students 3. Can be used to review vocabulary/content 4. Can be used as a closure activity 5. Model how pairs discuss instead of just one member answering the question 6. Works towards increasing social skills of active listening and appropriate noise level 7. Within the groups, you have the chance to use a multitude of different strategies 8. 9.

10.

Ideas and Tips

1. A great way to incorporate all students and incorporate movement in the classroom 2. Model this activity for students 3. Can be used to review vocabulary/content 4. Can be used as a closure activity 5. Model how pairs discuss instead of just one member answering the question 6. Works towards increasing social skills of active listening and appropriate noise level 7. Within the groups, you have the chance to use a multitude of different strategies 8. 9.

10.

Gossip‐Gossip Steps: 1. Students MIX: The teacher asks the students to stand and push in their chairs. The teacher 

says, “We are going to use GOSSIP‐GOSSIP. Everyone get up and start to mix throughout the classroom. Make rapid right and left turns, and about faces. Spread out around the room.” The teacher will either give students the prompt or question ahead of time, or have projected/posted on the white board.   

2. Students PAIR: Students will utilize “Stand‐up, Hand‐up, Pair‐up” to partner up.   

3. Students SHARE: Once the students have grouped up they will answer the question or prompt with their best answer.   

4. Students MIX: Students will utilize “Stand‐up, Hand‐up, Pair‐up” to find a new partner.  

5. Students SHARE: Students only share the answer from their most recent partner.   

6. Repeat as many times as desired, or for as long as desired.   

 

Gossip‐Gossip Steps: 1. Students MIX: The teacher asks the students to stand and push in their chairs. The teacher 

says, “We are going to use GOSSIP‐GOSSIP. Everyone get up and start to mix throughout the classroom. Make rapid right and left turns, and about faces. Spread out around the room.” The teacher will either give students the prompt or question ahead of time, or have projected/posted on the white board.   

2. Students PAIR: Students will utilize “Stand‐up, Hand‐up, Pair‐up” to partner up.   

3. Students SHARE: Once the students have grouped up they will answer the question or prompt with their best answer.   

4. Students MIX: Students will utilize “Stand‐up, Hand‐up, Pair‐up” to find a new partner.  

5. Students SHARE: Students only share the answer from their most recent partner.   

6. Repeat as many times as desired, or for as long as desired.   

Ideas and Tips 

 1. Use as a class building activity 2. Use the Discussion Starters Card for prompts 3. Use as a Brain Break to incorporate movement in the classroom 4.  5. 6. 7. 8. 9. 10. 

Ideas and Tips  

1. Use as a class building activity 2. Use the Discussion Starters Card for prompts 3. Use as a Brain Break to incorporate movement in the classroom 4.  5. 6. 7. 8. 9. 10. 

Mix‐Pair‐Share Steps: 1. Students MIX: The teacher asks the students to stand and push in their chairs. The teacher 

says, “We are going to use Mix‐Pair‐Share. Everyone get up and start to mix throughout the classroom. Make rapid right and left turns, and about faces. Spread out around the room.” The teacher will either give students the prompt or question ahead of time, or have projected/posted on the white board.   

2. Students PAIR: Students will utilize “Stand‐up, Hand‐up, Pair‐up” to partner up.   

3. Students SHARE: Once the students have grouped up they will answer the question or prompt with their best answer.   

4. Allow 1‐2 minutes for groups to discuss. Discussion Starters are listed on another card.  

5. Students continue to mix, pair, and share as long as the teacher allows, or as many times as the teacher asks them to beforehand.  

  

Mix‐Pair‐Share Steps: 1. Students MIX: The teacher asks the students to stand and push in their chairs. The teacher 

says, “We are going to use Mix‐Pair‐Share. Everyone get up and start to mix throughout the classroom. Make rapid right and left turns, and about faces. Spread out around the room.” The teacher will either give students the prompt or question ahead of time, or have projected/posted on the white board.   

2. Students PAIR: Students will utilize “Stand‐up, Hand‐up, Pair‐up” to partner up.   

3. Students SHARE: Once the students have grouped up they will answer the question or prompt with their best answer.   

4. Allow 1‐2 minutes for groups to discuss. Discussion Starters are listed on another card.  

5. Students continue to mix, pair, and share as long as the teacher allows, or as many times as the teacher asks them to beforehand. 

Ideas and Tips 

 1. Use as a class building activity 2. Use the Discussion Starters Card for prompts 3. Use as a Brain Break to incorporate movement in the classroom 4.  5. 6. 7. 8. 9. 10. 

Ideas and Tips  

1. Use as a class building activity 2. Use the Discussion Starters Card for prompts 3. Use as a Brain Break to incorporate movement in the classroom 4.  5. 6. 7. 8. 9. 10.