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Jigsaw Your Math Classroom

by Miguel Guhlin
written by Miguel Guhlin

“How does the jigsaw method work in my mathematics class?” asked Jessica. I was standing at the left side of the room. I had asked session participants for questions. The participants had been reading about various evidence-based strategies. That question made my mind go blank. “What did I know about using jigsaw method in a mathematics classroom?” While I could extrapolate its application, I didn’t have specific examples for math like I did for science or history.

How Should I Have Responded?

When you get a tough question you’re not prepared for, it’s an opportunity to invite further discussion and learn more. While I had a response that appeared to satisfy the questioner, I felt like I had responded with less than 100% certainty. For me, the response should have had these three components:

  1. A quick overview of the jigsaw method, perhaps with a hands-on activity
  2. A specific example of how a teacher could implement the jigsaw method in their classroom, no matter the grade level.
  3. Stories from those who had put the jigsaw method into action in a math classroom

In this situation, I didn’t have the second two. So, I wrote this blog entry to deepen my learning. Let’s explore these three specific response components.

Component #1 – An Overview of The Jigsaw Method

On the website, Jigsaw Your Mathematics Classroom, the author shares several goals:

  • Learn the jigsaw method and how to implement it in a mathematics classroom.
  • Design a jigsaw lesson that can be used in your mathematics classroom.
  • Develop an assessment that appropriately evaluates student understanding after the completion of a jigsaw lesson.

“The jigsaw technique is a simple, well-structured cooperative learning structure that emphasizes both individual accountability and achievement of group goals, both of which are critical for improved student learning in cooperative settings.” (Source: On the Cutting Edge course design workshops)

You could walk people through a jigsaw activity, or have them watch “The Gummy Bear” video.

The Gummy Bear Jigsaw

Take a moment to watch this gummy bear video featuring The Jigsaw Classroom:

Then, reflect on these questions:

  • What is the significance of the color of the gummy bears?
  • What are the gummy bears expected to do?
  • What is the difference between the groups before and after they switch around? Why is this important? What did they do after they switched groups?
  • What does the teacher do while the gummy bears are working? What suggestions could you make about the teacher’s role during this activity?

What a fun way to introduce students and/or educators to the jigsaw method. Let’s study it a bit more.

How the Jigsaw Method Works

There are multiple types of jigsaw methods. The main problems with incomplete jigsaws techniques appear below:

  • Less effective readers share misinformation with the group. Everyone gets the misinformation, interfering with understanding.
  • A failure to see how their assigned part fits within the whole
  • Critical thinking that results from analysis and synthesis doesn’t happen (Source: ASCD’s Let’s Get Jigsaw Right).

The successful jigsaw method takes these steps:

  1. Home group splits up into expert groups to explore a specific aspect of a topic.
  2. Regroup into home groups to discuss findings from each expert group.
  3. Split into expert groups to consider the whole in light of home group insights.

In step one, students focus on exploring the information offered. In step two, students engage in summarizing, questioning, and clarifying content with others. In step three, students bring their insights from the home group back to their expert groups. A critical part of the third step is meta-cognition, synthesis, and analysis. This results from conversations with others in the group.

You can see how this works in this 2011 video featuring Elliot Aronson, credited with the jigsaw method. You can find a bank of activities that rely on the jigsaw method online. Let’s take a look at the structure of one activity,

Why the Jigsaw Method Works

Wondering why the jigsaw method works? Here’s a bit of background on this powerful instructional strategy:

The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and chunks assignments into pieces that the group assembles to complete the (jigsaw) puzzle. The Jigsaw Method enjoys an effect size of 1.20. This makes it one of the most effective instructional strategies you can use.

This effective strategy can accelerate student growth up to three years in one academic year. In fact, the jigsaw method involves students reading new information. They discuss it with others who have read the same information. This allows them to extend their learning. Then, students move to new groups where they teach their peers about what they read. They also learn new information from group members (Source: John Hattie, Keynote address, TCEA 2022 Convention and Exposition).

Other Benefits of the Jigsaw Method

Wondering if there are other benefits to the jigsaw method? There are. Here are a few:

  • Direct engagement by the students with the material. Instead of having material presented to them, they are able to interact with the material directly, which fosters depth of understanding.
  • Practice in self-teaching. This is one of the most valuable skills we can help them learn.
  • Practice in peer teaching. This skill requires students to understand the material at a deeper level than simply asking to produce on an exam.
  • Improvement in social-emotional learning. This includes increased feelings of autonomy, competence, and intrinsic motivation (Hänze & Berger, 2007).
  • Speaking the language of the discipline. The jigsaw method helps students become more fluent in the use of discipline-based terminology
  • Team-building. Students contribute to the group and take ownership of the work.
  • Encouraging cooperation, active learning, and promoting the valuing of all students’ contributions (source)

Now that you know a little about the jigsaw method, let’s dig into specific examples for mathematics.

Component #2 – Specific Examples for Math

Many of the examples you will find online for the jigsaw method focus on science, history, and/or nonfiction texts. But what about mathematics? Is the jigsaw method only for literacy? Let’s take a look.

Below, you will find two examples. You may find that certain grade levels and types of activities may lend themselves to the use of the jigsaw method. The key is in how you set up the expert group organizers.

Example One: Transformations and Symmetry

jigsaw math
Source: Lindsey Cain, Literacy Strategies for the Math Classroom


As you can see in the example above, Lindsey’s effort employs jigsaw to support a mathematics lesson. The jigsaw method organizer that students rely on differs from the one you might use in a science or history classroom. The questions, as you will see below, are more focused. Sentence stems include:

  • What is…
  • In your own words…
  • Look…translate…
  • Draw your own example

Each organizer specific to an expert group is customized to a specific action that students must take. Each expert group engages in a transformation and symmetry activity.

Example Two: Algebra II

While a lot of time is spent on “organizing a jigsaw,” it’s a lot less time than you might think. Katie Elder, an instructional coach, describes how a colleague led an Algebra II class (edited for brevity):

Preparation

-On the day of the lesson, the teacher shared the learning objective and reviewed the academic vocabulary with students.

-Each student received their own organizer with one problem on it, the problem that their expert
group would solve.

-The students worked in an independent way, without interaction with peers, on their problems.

Expert Group

-They students met together in their pre-assigned expert groups.

-Working together, they discussed the problem, shared their responses, and looked for errors in their work.

-After five minutes, each student felt sure that they could explain the procedure for solving the problem to their home groups.

Home Group

Students returned to their home groups to share how they solved the problem.

After students listen to problem-solving approaches in their home group, they jot down any insights.

Expert Group

Students return to their expert group to share insights other students in their home group may have shared.

After all students have shared insights gleaned from the home group, students leave the expert group and return to home group one last time or engage in a shared activity (e.g. Flipgrid).

The Teacher’s Role

The teacher walked from group to group, paying special attention to the groups who had received the lowest-level problem, but answering questions and guiding all students toward correct solutions.

When students moved again, this time into home groups, each student took a turn using a small whiteboard to write out their problem, wait while the other students copied it onto their organizer, and then “worked the problem” on the board, discussing each step. To lower anxiety and increase confidence, the students considered low in their groups went first (students were grouped into X, Y, and Z expert groups, so these were X students). Then Y students taught their problem, and then Z students. Again, the teacher visited each table, listening to explanations, offering suggestions, and answering questions.

“The lesson went well. Students responded positively, and there was 100% engagement in each of the classes. Although we have not had time to check in with the teachers to look at test score data, the math teachers whose classes we worked with both commented on how glad they were to see some of their low students speak with added confidence and some of their quiet students speak at all! One teacher even commented on how a student who perpetually “checks out” was working well beyond his normal contribution.” (Source: Katie Elder guest post)

Component #3 – Jigsaw in the Math Classroom

Student inactivity in a math classroom can cause low interest in mathematics. One strategy that increases students’ activity is the jigsaw method (Source: Adopting Jigsaw Instructional Strategy for Improving Students’ Interest in Mathematics). One question the researcher in the aforementioned study asked:

“Do students differ in interest towards mathematics when taught using jigsaw, Individual Personalization and Conventional Strategies?”

Compared to other approaches, jigsaw enjoyed the highest interest of the three approaches explored. Findings suggested these conclusions:

  • Mathematics teachers should embrace the use of the jigsaw method, along with traditional methods of teaching math.
  • Teachers should not discriminate among students with high, average, or low socioeconomic status.

Another study focused on high school students revealed these findings:

  • Teachers should design activities through the jigsaw technique to promote mathematics understanding.
  • Students should practice, solve, manipulate, reason, and perform via the jigsaw technique.
  • The jigsaw technique helps students make connections across mathematical skills and concepts, and other disciplines.
  • After using the jigsaw technique, students should have time to discuss how they perform in solving mathematical activities.

Addendum: My Approach to the Jigsaw Method

Here are the steps I use when relying on the jigsaw method. I put them together after reviewing how others organize their jigsaw activities. You may want to review my steps, as well as how others approach them, then write your own.

Reminder: Don’t cut out those final steps that includes experts returning to and from home groups to analzye and share findings from discussions. The more discussion about insights and additions, the more learning that happens.

In Your Home Group (5-10 minutes)

  1. Students are divided into groups of three to six people each. This is your home group.
  2. Number off from one to x so that each person in the group has a number.
  3. Each member of the home group will be responsible for learning and teaching one “chunk” of content to your peers. Each content chunk corresponds to your assigned number.
  4. Take a look at your content chunk. Spend about 8 minutes reviewing it (teacher adjusts timing as needed). Jot down the big takeaways or key points in this jigsaw notes organizer.
  5. When time is up, go join your expert group, the people who have the same number as you, to begin the activity.

Expert Group (5-10 minutes)

  • Introduce yourself (1-2 minutes).
  • Share your takeaways with each other, with each learner, adding something not previously mentioned.
  • Discuss your insights and why you think those takeaways are important.
  • Return to your home group when time is up.

Home Group for Reporting (10 minutes)

  • You now have just two minutes each to teach the others in your group what you learned in your expert group.
  • Use the resources/notes you created as you share.

Expert Group for Reflection

  • Take one minute each to share your Home Group’s insights
  • What do those insights mean in light of what you know as Experts? Discuss.

Feature Image Source

Photo by Hans-Peter Gauster on Unsplash

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Napkin PD: PBL Your Jigsaw

by Miguel Guhlin
written by Miguel Guhlin

What happens when you combine two instructional strategies like PBL and jigsaw? That’s exactly what I did when developing a new workshop for the TCEA 2020 Convention & Exposition called Coaching for Strategic Technology Integration. My initial results? Positive. In this edition of napkin-PD, I share the results of the new structure of my experimentation.

Session Description: Ready to set your students and teachers up for learning success? You will need be strategic. In this session, learn how to blend four components into one. You will adopt high effect size instructional strategies. Then, use a process for blending technology into learning experience. Finally, reflect on a pupil-focused results coaching tool.

Essential Elements

In each of my napkin-PD sessions, I focus on organizing the entire workshop into three chunks. Those three chunks may vary a bit in title, but generally fall into these areas:

  • Explore. This is where participants learn something new. They are developing background knowledge on a subject.
  • Adapt/Create. This is where they make connections between new information and old.
  • Share. They create something tangible.

For the 50-minute session of this 90-120 minute learning event, I had to truncate some of the activities or drop them altogether. Let’s take a deeper look.

pbl your jigsaw

Revisiting the Objectives

In my session, I wanted to achieve the following objectives. You’ll note that I have attempted to word them as “teacher clarity goals.” The reason why is that the teacher clarity strategy is a high-effect size strategy with an effect size of .76. Here’s a little background on teacher clarity if you are not familiar with it:

Teacher clarity relates to organization, explanation, examples and guided practice, and assessment of student learning. It can involve clearly communicating the intentions of the lessons and the success criteria.

Clear learning intentions describe the skills, knowledge, attitudes, and values that the student needs to learn

There are a lot of ways to use technology to support teacher clarity. In this case, I decided to be up front with adult learners and so told them what my goals were at the start of the session:

  • Today we will examine, explore, and reflect how to achieve academic standards. We will do this through the combination of several components. Those components include high-effect size instructional strategies, strategic technology, and pupil-centric coaching efforts.
  • So we can construct learning experiences for students and staff that will lead to accelerated learning and growth.
  • We will know we have it when we reflect on our use of action steps via educational frameworks that provide insight into our work.

To organize this learning adventure, I divided it into three big pieces.

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Chunking Learning into Modules

pbl your jigsawCreating bite-sized chunks can be a lifesaver for learners. It makes the learning manageable, memorable, and improves comprehension (source). For adult learning participants, it gives them autonomy within each chunk. That is, they can explore content as they choose. It also enabled me as the lesson designer to take complex content and make it easier to process in the short time available.

The main pieces, which I further chunked into smaller bites, included:

  • Meet the Problem. “There’s a big school board meeting coming up. Your superintendent needs you at Central Office right away. Drop what you’re working on and head on over there.”
  • Crafting Your Solution. Now’s the time to put your heads together to craft the best presentation you can that combines the four key elements.
  • Reflect. Take a moment to reflect on the process. Explore the gap between where your organization is now and the ideal and then reflect the ideal in your team’s presentation with steps to get there.

Each section involved more work.

pbl your jigsaw

Smaller Bite-Sized Chunks

To get people moving in the right direction, I introduced a problem via role play. This involved casting some audience members (I recruited them as they arrived). The unlucky folks stepped into the role outlined in the problem below. Here’s the call to action, although you can read the whole scene online:

“Our school board president and I have spoken. Our scores say we are treading water, maintaining the status quo. For some districts, that would be enough. But here in our district, we must have a focus on accelerating student growth more than one year.”

“We have agreed that we’re going to put together a plan for moving forward, a plan that accelerates growth for ALL students. For too long, we’ve been working in silos with several initiatives. We will put those together. We will be successful, we will ensure accelerated student growth is our TOP priority.”

“I’m going to ask you to divide up into several teams to deepen your knowledge. You will become an expert in your area, then share it back with your team. Afterwards, you’ll make a first effort at putting together a board meeting presentation.”

“I want you to know that I’m counting on you. The future of our district is in your hands. Ready to begin? If so, I’m going to turn it over to Miguel to get this started.”

If you’re familiar with PBL, you know this is an ill-structured, messy problem. My goal with this problem was to set up (and this is what’s different from other napkin PD) a jigsaw activity.

Revisiting the Jigsaw Method

Wait, wait, why am I using a jigsaw? The goal of this workshop was to introduce participants to some amazing ideas. This made it a surface learning activity, that is, an activity focused on introducing new concepts to students. Why use a jigsaw? The jigsaw method enjoys an effect size of 1.20, which is very high, and is a cooperative approach to learning. You can learn more about it through other blog entries, but here is a quick overview:

Following this method, a teacher introduces a main topic and several subtopics. Jigsaw students divide into “home groups,” and each member of the home group chooses a subtopic.

Then, students form expert groups to study their assigned subtopic. They do this through research and discussion.

After delving into the subtopic, they return to their home group to report on their findings.

At the conclusion, each home group member has learned about each subtopic. They have learned from their own investigation or a member of the relevant expert group.

The other strategy in use is problem-solving teaching (.68 effect size). I regret that in a 50-minute session, there wasn’t time. We couldn’t get to the part that had participants solve a new problem.

pbl your jigsaw

Turning a PBL into a Jigsaw Activity

This is the part I was most excited about. Could I embed a jigsaw activity inside of a PBL? The answer is, “Yes, you can.” Each of the four member teams would join their expert group. Expert groups worked alone at first, then together to explore the project stations. I provided paper copies of a digital organizer. Of course, some chose to use the digital version on their devices.

pbl your jigsaw

Project Stations

pbl your jigsawThe project stations focused on four key areas. Those areas included:

Putting these components together was not obvious to me. In fact, I outlined everything ahead of time because outlining made it a lot easier for me. You can see my first draft outline, although it had a few more revisions. In the end, the organization of each station followed a pattern.

Project Station Organization

  • Picture and overview
  • Contained three parts, in no particular order:
    1. Watch the video. This included a video and a short summary of the content.
    2. More material to explore
    3. Explore
  • An expert discussion question

When I revise each of the project stations in the future, I will be more deliberate about structuring them. That is, I will make each part focus on media type and action desired. For example, here’s a revised outline:

  • Overview with picture
    • 1: Watch the video
    • 2: Explore source material
    • 3: See examples
  • An expert discussion question

Now, if you are familiar with the jigsaw method, you may see that I included an extra piece. That extra piece is the expert group discussion question. I wanted to focus experts’ discussion given the time constraint. This had the desired effect.

pbl your jigsaw

Listening in on Participant Conversations

One of the most rewarding aspects of the jigsaw method is listening to expert groups dig deep. But having them report back to their home groups can be a joy as well. After the time was up, I invited insight sharing from the whole group. What amazed me was the depth of insight. Participants reflected the information provided in the project stations. In a way most curious, they owned the information as they shared it. This was fantastic and I couldn’t have been more delighted with their work.

pbl your jigsaw

Reflection

As time elapsed, I realized that we had spent the entire time on the jigsaw. To have executed this workshop, an entire 90-120 minutes would have been desirable. I am still pleased with the first module work, especially as participants expressed how happy they were with the  juxtaposition of these ideas.

Want to schedule TCEA professional development that focuses on project-based learning? Fill out a TCEA logistics form. We can help you turn your napkin professional development plans into a reality. And be sure to check out other“napkin PD” blogs here.

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Reflections: The Jigsaw Method in My Workshop

by Miguel Guhlin
written by Miguel Guhlin

“I was using jigsaw with my students before,” said the science teacher at a private school. “Now that I know its effect size, I’m going to be using it even more.” The insight about the jigsaw strategy popped up after discussing John Hattie’s meta-analysis. If you’re not familiar with it, he analyzed a lot of research. His meta-analyses identified the effect size of instructional strategies used in schools today. Let’s take a moment to see how jigsaw works and in the context of educational technology.

The Jigsaw Method

“The Jigsaw Method is a teaching strategy. It is useful for organizing student group work,” says Jordan Catapano. “It helps students collaborate and rely on one another.” John Hattie found the jigsaw method to have an effect size of 1.2. What does that mean? Consider that the average growth any student experiences over an academic year is .40. This means that using jigsaw in a consistent manner can accelerate student growth. Students in your classroom will see greater than one year’s growth with the jigsaw.

As I was working on my PBL with Minecraft: Education Edition session, I realized I had a lot of resources to share. I asked myself, “Would the jigsaw method work well enough to get the job done?” Before I share how that worked out, it might be worth reviewing how the jigsaw method works.

Douglas Fisher and Nancy Frey suggest there are three types of jigsaw methods. After reviewing their list, I realize that they are right.

Approach #1: Jigsaw as Divide and Conquer (One-Step Jigsaw)

This was my first introduction to the term “jigsaw.” This ineffective application of the label serves as a way to divide a long article into pieces. Each group member takes a piece, then summarizes it for the small group (or large group).

Fisher and Frey share their opinion about this:

This “one-step” approach isn’t a jigsaw; it’s a divide-and-conquer approach to text. When teachers experience “jigsaw” in this way, they’re likely to replicate it incorrectly in their classrooms. Harm may be done as less effective readers share misinformation with the group and everyone’s understanding is compromised.

This approach may not be the best one to replicate.

Approach #2: Home and Expert Groups (Two-Step Jigsaw)

Only this summer did I attempt the home and expert groups approach to jigsaw. The process involved grouping students into “home” groups. Then, students chose one resource of the available list. Once students decided on their resource, they formed up into “expert” groups. The expert groups worked to plumb the depths of the same article. Then they discussed their takeaways with each other in their respective home groups. Here’s a link to the organizer my students used in Google Docs format.

jigsaw

This approach falls short as well, although not as much as the first approach. Frey and Fisher point out the following:

In this type of activity, learners still don’t have the opportunity to discuss how their assigned part fits within the whole text; groups just report on the particular section they read. And the critical thinking that’s accomplished through analysis and synthesis doesn’t happen.

How do you get students to do more than report on the particular section they have read? More important, how do you make analysis and synthesis to happen?

Approach #3: True Jigsaw (Three-Step Jigsaw)

The critical third step of the three-step jigsaw involves students returning to their expert groups. Once back in expert groups, they discuss how their part fits into the whole. Fisher and Frey describe it in this way:

In the third phase of the jigsaw, students return to their expert groups and discuss how their passage fits into the whole text, based on their discussions with their home group. The point of this third phase is to have students engage in a part-to-whole conversation in which they arrive at a deeper understanding about the text and its implications.

Students think about their thinking (metacognition) and synthesize and analyze ideas contained within the complete text. This process requires that students listen carefully to their peers and analyze the ways in which each part contributes to the entire text.

As you can see, step three of the this jigsaw approach involves heavy lifting. As such, I see the phases of movement as follows now:

  1. Divide students into home groups to split up portions of text or resources.
  2. Set up a way for students to group according to expert groups to explore their specific area.
  3. Regroup into home groups to discuss findings.
  4. Split into expert groups to consider the whole in light of specific area.

This constant movement of students from one group to another can be awkward. But let’s not forget how important movement is to the human brain and learning efforts. Without this heavy lifting, the jigsaw method in use may not be as effective. As you reflect on how you are using jigsaw in your classroom, which approach have you taken?

jigsaw

Reflections: The Jigsaw Method in My Workshop

In my face-to-face workshop, I relied on the two-step jigsaw. Rather than use a single resource split up into passages, I shared resources relevant to a theme. The theme? PBL in the Minecraft: Education Edition classroom. As I implemented it, students did not achieve the critical third level, but the activity did achieve my intended goal. Some of the participants were quite forceful in sharing their perspectives. You can see how this activity appears in my session materials. Visit Activity #1 – Exploring Possibilities to see it in action.

Some revisions I would make now that I know about the three-step jigsaw include:

  1. Include a quiz or performance task at the end of the two-step version of the jigsaw. This would fall into step right after phase three movement.
  2. Use some kind of metacognitive aid or scaffold (concept map?) to capture student discussion in the phase four movement. That’s the third step of the three-step jigsaw. In this phase, students move back into expert groups to discuss their learning in context of the whole.

What are your thoughts on the jigsaw approach and its use for professional learning or in your classroom?

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The Power of the Jigsaw

by Lori Gracey
written by Lori Gracey

As educators, we are always looking for the best ways to help our students learn. Whether it’s a different instructional strategy or a new tech tool, we want to know that what we are spending our time on is worthwhile and will accelerate learning and retention. If you’ve been following TCEA for the past year, you’ll know that we have embraced the work of John Hattie to help us determine what truly works in education. In this blog, we’ll look at one of the most powerful (and easy to implement) strategies that his research shows we should be using: the jigsaw method.

Why the Jigsaw Method Matters

Hattie’s research is based on 25 years of work and more than 1,500 meta-analyses of 90,000 studies involving more than 300 million students. That’s true validity. He examined all of the instructional practices that we use in education and rank ordered them based on their effect size. “Hattie found that the average effect size of all the interventions he studied was 0.40.” (Source)

So we know that an effect size of 0.4 means an average year of growth/learning for a student. The jigsaw method, however, has an effect size of 1.20, which means that if it’s done correctly and regularly, students will grow three years in the space of that one year. That’s powerful!

The method also has other benefits, including (source):

  • Direct engagement by the students with the material to be learned instead of having material presented to them, which fosters depth of understanding
  • Practice in self-teaching, which is one of the most valuable skills we can help them learn
  • Practice in peer teaching, which requires them to understand the material at a deeper level than students typically do when simply asked to produce on an exam
  • Improvement in social-emotional learning, including increased feelings of autonomy, competence, and intrinsic motivation (Hänze & Berger, 2007)
  • Speaking the language of the discipline and thus becoming more fluent in the use of discipline-based terminology
  • Contributing to the group
  • Encouraging cooperation and active learning and promoting the valuing of all students’ contributions

How to Jigsawjigsaw

The jigsaw method is based on the idea that students learn best when they have to teach others. Before the process can begin, the teacher must first examine the content that the students are to learn and divide it up into manageable chunks. In an ideal situation, there would be four, five, or six sections of material that must be studied. The number of sections determines the size of the groups for the rest of the work as each student in a group takes responsibility for teaching one chunk to the rest of the group.

  1. Divide students into groups. These will be the Home Groups. Groups should be diverse and set by the teacher, at least while students are learning the process. Jigsaw works best if there are the same number of students in each group.
  2. Assign one chunk of content to each person in the Home Group. You can do this by having them count off or by drawing straws or even, once they’re familiar with the process, by letting the students pick the chunk they want to be responsible for.
  3. Provide the content to the students (more on what that can look like later) and allow them time to individually and silently study it.
  4. Have the students now move to meet with their Expert Groups. This is where all of the students with the same chunk of material gather together to better master the content. They compare their ideas about the content and then, as an Expert Group, prepare a visual aid to use when they return to their Home Groups to teach. The visual aid can be notes, a graphic organizer, a drawing, a presentation, or anything they want. But they all work on it together to ensure that critical information about the content is included and is clear.
  5. Students now return to their original Home Groups where each student takes a turn presenting his/her chunk. The other students listen carefully and should take notes or use a graphic organizer to jot down ideas. Questions are encouraged.
  6. To ensure that metacognition about the whole, and not just individual, expert learning, students meet one more time in their Expert Groups to discuss the whole content in light of their specific chunk of material.
  7. Students are now individually assessed on all of the chunks to see if there are any gaps or misconceptions in the content learned. This can be for a grade or just for the teacher’s knowledge.

Adding Technology

Technology offers a powerful way to provide chunked content in this method. Here’s an example I use when I am teaching people how to do the jigsaw (by jigsawing, of course). I have four chunks of content for them to learn and so there are four people per group. In their Home Groups, each person draws an emoji from laminated examples I set out and each emoji then corresponds to one chunk of the material. (I don’t show them the corresponding emojis until after they’ve drawn their own.) All of the content is posted on a Google Site for them to access, including text, websites, and video clips. They can then work through their content as they need to. If I see that there is confusion about an idea, I can add clarifying content to the Site that they can access as we work.

You can also encourage students to use technology to create their Expert presentation/notes. Some Expert Groups might want to create a paper slide or a screencast or quick video, as well as the more common Google Drawing, PowerPoint, or graphic organizer. Allow them to choose how they will share their learning; it’s more powerful that way.

jigsaw

Other Jigsaw Tips

If you don’t have the right number of students to evenly divide the groups, you can assign two students in one group to the same chunk of content to be learned. This may also help when you have a weak or struggling student who could use a little help.

If you have a student who doesn’t seem to want to take ownership of his/her content, you can use the Jigsaw II method. It’s exactly the same as the Jigsaw I method listed above, but does add one step at the end regarding the assessment. In Jigsaw I, students are assessed individually and receive just one score. In Jigsaw II, they still receive an individual score. But they also receive a second score that is the average of the group’s score. This builds in competition between groups and individual group peer pressure to perform at their highest level.

There’s also a Jigsaw III with time given for the Home Groups to review each other before the assessment and a Jigsaw IV where the teacher begins the unit of study by introducing the material (but not teaching all of it!).

Interested in learning more about the jigsaw method and how it can accelerate student learning in your classroom? Join us for a free-to-members webinar on January 15, 2020 at 11:45 a.m.

The jigsaw method is one of the most powerful learning strategies you can use as a classroom teacher or professional development provider. I would recommend you try it once a week in your classroom. And please feel free to contact me with any questions about it or if you would like more information. Remember, with TCEA, you’ve got this!

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ELAREnglish Language ArtsESL/ELL

SIOP Model and Digital Tools

by Miguel Guhlin
written by Miguel Guhlin

How do you integrate language and content instruction? One established approach is the Sheltered Instruction Observation Protocol (SIOP) model. Let’s see how SIOP phases align with different learning intentions and instructional strategies and discover digital tools to support your teaching.

A Quick Overview of the SIOP Model

Let’s take a moment to review key areas of the SIOP model. The authors (Echevarria, Vogt, Short) designed it to support English language learners (ELLs). The SIOP model has eight inter-related components. Those components include the following:

  • Lesson preparation. Teachers create lessons that include content and language objectives.
  • Building background. This involves connecting new concepts to students’ personal experiences and prior knowledge.
  • Comprehensible input. Teachers use a variety of techniques to make content easy to understand for learners. These can include speaking in a clear way, using visuals, and hands-on activities.
  • Strategies. These strategies include teaching and modeling learning strategies to help students process and retain information.
  • Interaction. This involves giving students opportunities to practice language skills in a safe, supportive environment.

Below is a diagram I made to capture my understanding of the SIOP model (view full-size | get a copy):

Benefits of the SIOP Model

Many benefits have been ascribed to the SIOP model. You can find a round-up of them online at Jana Echevarria’s website. Here are a few:

  • Gains in academic achievement (source)
  • Development of personal and academic language skills (source)
  • Active participation and increased engagement
  • Differentiation aligned to students’ diverse needs and proficiency levels

What’s more, the SIOP model is often a go-to approach for supporting language learners. Echevarria makes the following point on her website linked above:

…SIOP instruction is making a positive learning difference for multilingual learners and other students who are in the classrooms. Teachers can learn to implement the model to a high degree with ongoing PD and support. No one is disadvantaged by SIOP instruction; rather, the focus on academic literacy and scaffolded instruction helps all students learn academic English and grade-level, content curricula better (source).

Now that you have a clear understanding of the phases of the SIOP model, let’s explore how it aligns to learning intentions. I’m curious to connect it to Hattie’s Visible Learning as well as Mike Bell’s The Fundamentals of Teaching.

Understanding SIOP Phases and Learning Intentions

As you may recall, learning intentions refer to what your intent is for students to learn. Having an awareness of your learning intensions, as well as what phase of learning students are in, can be useful. It’s useful because it enables you and students to choose specific high-effect instructional strategies. These strategies are often grouped according to three phases of learning:

  • Surface learning
  • Deep learning
  • Transfer learning

John Hattie points out the following when choosing what strategy works best to impact learning:

“What and when are equally important when it comes to instruction that has an impact on learning. Approaches that facilitate students’ surface-level learning do not work equally well for deep learning, and vice versa. Matching the right approach with the appropriate phase of learning is the critical lesson to be learned.”

With this in mind, it’s important to match high-effect size instructional strategies to the appropriate phase of learning students are in. To determine what phase of learning students are in, you will want to take advantage of formative assessments. What’s more, being aware of what your learning intention is for students can inform your next steps. Let’s briefly explore these points aligned to the SIOP model.

Lesson Preparation: Building the Foundation

“I use Quizlet to create interactive flashcards for key terms. It’s a game-changer for vocabulary retention!” says Mrs. Johnson, a 5th-grade teacher. In this initial phase, focus on surface learning through direct instruction and vocabulary programs. Both direct instruction and vocabulary programs are appropriate to use in this phase of learning (Surface Learning).

Surface learning is important because it is a critical step towards transfer learning:

…the process of developing sufficient surface knowledge to then move to deeper understanding such that one can appropriately transfer this learning to new tasks and situations. (Source: Hattie, Fisher, Frey in Visible Learning for Literacy)

To assist students in connecting the dots, it’s important to consider students’ prior knowledge. As Mike Bell, The Fundamentals of Teaching, puts it, “No one can learn anything if they cannot link it to something they already know.” On his website, Bell quotes psychologist David Ausubel:

If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.

David Ausubel as cited

Our theory of the world, also known as our “schema,” is what makes up our prior knowledge. It is so important that Mike Bell enshrines it as the first step in his five step teaching approach. He encourages teachers to assess prior knowledge, as well as fill in missing knowledge.

Did You Know?
You can watch a TCEA Lunch and Learn on Prior Knowledge via the TCEA Community. Follow this link, then enter your login credentials to access. Not a TCEA member yet? Join.

A part of presenting new material (step two in his five-step process) involves linking new information to prior knowledge, using advance organizers, and connecting the abstract to the concrete. To put it simply, it involves connecting the dots.

Building Background: Connecting the Dots

“I love using Mindmeister for collaborative mind mapping,” says Mr. Rodriguez, a high school history teacher. “It helps students visualize connections between new concepts and what they already know.” In Mike Bell’s book, The Fundamentals of Teaching, memory is explained as a link to component parts of that memory. The component parts include our emotions, colors, shapes, tactile feelings. The network of links is the schema.

If some of the new concepts are held in long-term memory, “it takes less space in working memory.” You can see how someone can liken the responsibilities of a president to that of a parental guardian.

Mnemonics and integrating prior knowledge are crucial here. A key component is connecting the dots through graphical organizers, modelled and worked examples, as well as meta-cognitive tasks. Students can use graphic organizers and modeled examples to better understand and retain new information. They do this when they link new concepts to what they already know. This approach also enhances metacognitive skills. It helps them become more aware of their thinking.

As you can imagine, the SIOP model seeks to encompass this cognitive work. It covers critical steps of learning, such as:

  • Activating and assessing prior knowledge
  • Presenting new knowledge
  • Setting challenging tasks that involve collaboration, thinking, and examples
  • Providing feedback to learners for improvement, as well as questioning
  • Spaced repetition and deliberate practice

Connecting the dots takes advantage of several strategies that encouraging making connections. Those connections happen between prior and new knowledge, which lays the groundwork for deep learning phase of learning.

SIOP Phase with Learning Intention

Take a look at this chart and how it matches SIOP model phases with learning intentions, strategies, and digital tools.

SIOP PhaseLearning IntentionInstructional StrategiesDigital ToolsExample
Lesson PreparationSurface LearningDirect Instruction (.56), Vocabulary Programs (.62)Quizlet, KahootUsing Quizlet to create flashcards for key vocabulary terms
Building BackgroundSurface LearningMnemonics (.65), Integrate with Prior Knowledge (.93)Padlet, yED Live, Cmap ToolsCreating a mind map on yEd Live to connect new concepts with prior knowledge
Comprehensible InputSurface LearningRepeated Reading Programs (.80), Questioning (.49)Newsela, EdpuzzleUsing Edpuzzle to embed comprehension questions in a video lesson
StrategiesDeep LearningMetacognition Strategies (.52), Critical Thinking (.84)Padlet Video Recording, SocrativeStudents using video to explain their problem-solving process
InteractionDeep LearningClassroom Discussion (.82), Reciprocal Teaching (.74)Zoom breakout rooms, Canva Whiteboard, MiroFacilitating small group discussions in Zoom breakout rooms using a collaborative whiteboard
Practice & ApplicationTransfer LearningProblem-Solving Teaching (.68), Transfer Strategies (.86)Scratch, Minecraft Education, MinetestStudents applying coding concepts learned in class to create a game in Scratch or virtual world in Minetest
Lesson DeliveryDeep LearningElaboration and organization (.75), Concept Mapping (.62)Pear Deck, NearpodUsing Pear Deck to create interactive presentations with embedded formative assessments
Review & AssessmentTransfer LearningSelf-Reported Grades (1.33), Self-Judgement and Reflection (.81)Google Forms, SeesawStudents reflecting on their learning progress using a digital portfolio in Seesaw

Comprehensible Input: Ensuring Understanding

Repeated reading programs and strategic questioning enhance comprehension. Consider using Edpuzzle to embed questions in video lessons, promoting active engagement with content. Comprehensible input is a concept first suggested by Stephen Krashen. It exposes students to linguistic input slightly above their current language level (i+1). The reason for this is that i+1 allows learners to understand the new input. Strategic questioning can scaffold this process.

Use strategic questioning to do the following:

  • Get responses from students at their current level and slightly beyond. For example, a current level question might be, “What is the main character’s name?” An i+1 example might be “How might the main character’s actions influence the story’s outcome?”
  • Tailor questions to target specific language structures or vocabulary. For teaching past tense, an example might be “What did the protagonist do after he discovered the secret door?”
  • Ensure that question complexity is adjusted to ensure input remains at the optimal i+1 level. To adjust a question’s complexity, go from simple to complex. For example, shift from “Can you describe the setting of the story?” to “How does the setting contribute to the overall mood of the narrative?”

Both strategies (repeated reading and strategic questioning) can be useful in ensuring understanding.

Diving Deeper: Strategies and Interaction

Fostering Critical Thinking

Metacognitive strategies and critical thinking activities are key for deep learning. “I use Padlet Video to have students explain their problem-solving process. It’s amazing to see their metacognition in action!” says middle school science teacher, Ms. Lee. To encourage metacognition, consider using check-ins to enhance learning. According to Schraw (1998 as cited), checking in stimulates learners’ self-reflection on their own understanding. This, of course, leads to increased metacognitive awareness (source).

Promoting Meaningful Interaction

Classroom discussions and reciprocal teaching strategies encourage student engagement. You can use Zoom breakout rooms for small group discussions and collaborative whiteboards for idea sharing.

Applying Knowledge: Practice and Transfer

In applying knowledge phase, students are expected to apply what they have learned to new situations. In transfer learning, students apply what has been learned to novel situations. This may involve metacognition, collaboration, and problem-solving. This can be done in a variety of ways, including:

“Building virtual worlds has been fantastic for my students to apply coding concepts in a creative way,” notes Mr. Thompson, a technology integration specialist. One example could involve using virtual world building through Minetest or Minecraft. Other activities like story bins can also work well.

Stages of the Engineering Design Process

Public View Link | Template Link

Delivering Lessons and Assessing Progress

Facilitating lesson delivery often involves a dash of direct instruction, hands-on activities, classroom discussion. Through it all, the teacher is working to assess the level of understanding students have in the midst of a conversation.

Effective Lesson Delivery

Use elaboration, organization, and concept mapping to deepen understanding. Try Pear Deck for interactive presentations with embedded formative assessments. For example, when teaching photosynthesis, you can compare it to a factory taking in raw materials and outputting products:

Photosynthesis

Photosynthesis as a process can be a model for making widgets in a factory:

As you can see, concept maps can assist students in connect new information in such a way as to facilitate deeper comprehension. The visual structure can make it easier for students to see relationships. Tools like Pear Deck can integrate concept maps into interactive presentations. When students make their own diagrams, the diagrams reveal gaps in understanding. Teachers can look at what’s missing from the students’ view of a concept. Then, they can work to provide experiences that enable the student to learn.

Review and Self-Assessment

“I use Seesaw for digital portfolios. It’s an excellent tool for students to track and reflect on their progress over time,” suggests one elementary school teacher. When considering review and self-assessment, other strategies are also helpful. Two include self-reported grades and reflection for transfer learning.

Let’s consider some guided activities and see how they connect to the SIOP model phases.

SIOP Model Activity Examples

Here are some activity examples that match a particular SIOP model phase.

ActivityDescriptionSIOP Phase
Vocabulary BingoCreate digital bingo cards with key termsLesson Preparation
Concept ConnectionUse mind mapping tools to link new and prior knowledgeBuilding Background
Video Quiz CreationEmbed questions in educational videosComprehensible Input
Think-Aloud RecordingsHave students record their problem-solving processStrategies
Virtual JigsawAssign topics to groups for research and presentationInteraction
Real-World Application ProjectDesign projects applying learned concepts to real scenariosPractice & Application
Interactive LectureCreate engaging presentations with built-in assessmentsLesson Delivery
Learning JournalImplement digital portfolios for ongoing reflectionReview & Assessment

Additional Resources

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10 Critical Thinking Skills for Elementary Students including Activities
Classroom ActivitiesContent AreasGood TeachingUncategorized

10 Critical Thinking Skills for Elementary Learners

by Sara Qualls
written by Sara Qualls

As students dive into the complexities of the world, it’s crucial to equip elementary learners with strong critical thinking skills. One study shows that developing these skills can really boost students’ academic performance and problem-solving abilities. 

When we foster these skills early, we’re setting up our young learners to analyze information, make smart decisions, and adapt to new situations with confidence and creativity. So, let’s jump in and check out some critical thinking skills activities that can help spark curiosity and strengthen these essential skills in elementary students! 

Fostering Adaptability in Elementary School

Adaptability is the ability to embrace new ideas and adjust perspectives based on fresh evidence or insights.

Imagine being a superhero, using your powers to tackle various challenges—that’s the essence of adaptability! For young learners, developing this crucial skill helps them navigate new situations, embrace change, and recover from setbacks. As they learn to adjust their approaches, they build confidence and resilience that will benefit them throughout their lives. Here are some engaging activities designed to foster adaptability skills in elementary students.

Adaptability Activities for Elementary School

Flexible Schedule
Allow students to create their own schedule for a day or a week, but introduce changes along the way (e.g., shifting activities around). This helps them practice adjusting their plans and managing time effectively, giving them a realistic glimpse into daily life!

Team Building Games: Engage students in activities like or “Tower Building” with limited materials. As they work together, introduce new rules or challenges to see how they adapt their strategies.

Mystery Object
Present an object and ask students to come up with multiple uses for it. This fosters flexibility in thinking and encourages them to view challenges from different angles. You might be surprised by the imaginative solutions they come up with.

Bonus: Solo-Cup Engineering Challenge

Enhancing Analysis Skills in Elementary Students

Analysis is the ability to break down complex information into smaller parts, identifying patterns and relationships.

Imagine taking a complex puzzle and breaking it into manageable pieces—now that’s a skill to cherish! It’s all about spotting patterns and relationships that help clarify the big picture. For elementary learners, developing analysis and critical thinking skills is crucial; it empowers them to ask questions, solve problems, and think independently. Here are some fun activities designed to help young students build this essential, future-ready skill. Let’s jump in!

Analysis Activities for Elementary School

Story Mapping
Have students create a visual map of a story, identifying characters, setting, problem, and resolution. This helps them break down and analyze the narrative structure. Plus, it’s a creative way for them to visualize the story elements and see how they connect!

Compare and Contrast
Provide two similar books or stories and ask students to identify differences and similarities in themes, characters, and settings. They can use a Venn diagram to organize their thoughts. This activity not only sharpens their analytical skills but also encourages lively discussions about what makes each story unique. You can find tools to create your own Venn diagrams here.

Data Sorting
Use a simple dataset (like class survey results) and have students categorize the data, creating graphs or charts to represent their findings. This hands-on activity allows them to engage with real information, making analysis feel relevant and exciting!

Bonus: Make”Choose Your Own Adventure” Stories with Google Forms and AI

Collaborative Learning for Elementary Students

Collaboration is working effectively with others, sharing ideas, and integrating different perspectives to reach a common goal.

Imagine a group of young explorers navigating a treasure map together—that’s the essence of collaboration for elementary students! For young learners, developing collaboration skills is essential as it empowers them to communicate, share ideas, and build strong relationships. By fostering collaboration early on, students lay the groundwork for teamwork in future endeavors. Here are some impactful activities designed to cultivate collaboration skills in elementary learners.

Collaboration Activities for Elementary School

There are many ways to use story dice to promote creativity, writing skills, and more in the classroom.

Group Story Creation
Have students sit in a circle and collaboratively create a story, with each student contributing a sentence. This encourages them to listen to each other and build on ideas, fostering communication and teamwork. Try using Story Dice to engage your students.

Team Building Games
Organize simple team-building games, “Pass the Hula Hoop,” that require students to work together to achieve a goal. These activities promote trust and cooperation among classmates. A favorite activity from young learners to adults is Save Fred. Give it a go!

Collaborative Art Project
Provide a large piece of paper or canvas for a group art project where each student adds their own element. This encourages creativity and collaboration as they negotiate how to combine their ideas into a cohesive piece.

Bonus: Friendship Quilts Bring History, Math, and SEL Together

Building Communication Skills Early

Communication is the ability to convey ideas clearly and effectively, both verbally and in writing. 

Imagine a group of young friends excitedly sharing their favorite stories—that’s the essence of communication for elementary students! For young learners, developing strong communication skills is essential as it empowers them to express their thoughts, collaborate with peers, and build relationships. By fostering communication skills early on, students lay a solid foundation for future academic and social success. Here are some impactful activities designed to cultivate communication skills in elementary learners.

Communication Activities for Elementary School

Show and Tell
Organize regular “Show and Tell” sessions where students bring in an item of personal significance and explain its importance to the class. This encourages them to practice speaking in front of others and articulating their thoughts clearly. Explore six communication games and activities for elementary students here. 

Story Circle
Create a story circle where students take turns adding a sentence to a group story. This activity promotes listening skills and encourages them to build on each other’s ideas, enhancing their verbal communication.

Role-Playing
Have students engage in role-playing scenarios that mimic real-life situations, such as ordering food at a restaurant or interviewing for a job. This helps them practice conversational skills and learn how to communicate effectively in different contexts.

SEL Check-In Templates Feature Image

Bonus: 14 Editable SEL Check-In Templates

Nurturing Creativity in Young Minds

Creativity is the ability to generate original ideas and think outside the box, an essential skill for students as they navigate a rapidly changing world. 

Imagine cultivating a garden of ideas where each student can plant their own unique vision—that’s the power of creativity! For elementary learners, fostering creativity means encouraging imaginative play and exploration. It empowers them to express their thoughts freely and develop problem-solving skills through innovative projects. Here are some engaging activities specifically designed to help elementary school students nurture this vital, future-ready skill. Let’s jump in!

Creativity Activities for Elementary School

Creative Storytelling
Provide students with a set of random images or objects and ask them to create a unique story connecting them. This activity enhances imagination and narrative skills, making it a fun way to develop storytelling abilities. Try the Emoji Writing Prompt generator for some added fun.

Invent a New Game
Challenge students to design a new game with specific rules and objectives. This encourages teamwork and creative thinking, allowing students to express their ideas in a playful context.

STEAM Projects
Integrate STEAM concepts into art by having students create projects that blend creativity with science and technology. For example, they can design a simple machine that performs a specific task using everyday materials or create art using coding platforms. For more inspiring ideas, check out this resource STEM-Tastic Activities.

Empowering Decision-Making in Students

Decision-making is weighing options and outcomes to make choices that align with goals and values.

Imagine being a captain, steering your ship through uncharted waters—that’s what decision-making is all about! For elementary learners, developing this skill is crucial as they begin to understand how to evaluate options and make thoughtful choices. As they practice decision-making, they learn to think critically, consider consequences, and build confidence in their decisions. Here are some engaging activities designed to foster decision-making skills in elementary students, helping them become empowered, thoughtful individuals ready for future challenges.

Decision-Making Activities for Elementary School

Learn 6 tips for encouraging quieter students to participate in classroom discussions.

Classroom Discussions
Initiate discussions about a story or topic where students must share their opinions and justify them. This encourages them to think critically about their perspectives. Worried about the quieter students? You can find tips here to help everyone participate!

Mystery Box
Place several items in a box and have students guess their purpose. They must explain their reasoning, which promotes observation and analytical skills. This hands-on activity makes decision-making fun and interactive.

What If Scenarios
Present hypothetical scenarios (e.g., “What if animals could talk?”) and have students discuss the implications. This activity fosters imaginative and critical thinking, allowing them to explore different outcomes and their effects. You can find 320 creative questions from Making English Fun to get started. 

Evaluation Skills for Elementary Students

Evaluation is assessing the credibility of sources, arguments, and evidence to make informed judgments.

Imagine being a judge, carefully assessing options and making informed decisions—that’s the essence of evaluation! For elementary learners, developing this skill is key to understanding how to analyze information, weigh pros and cons, and make thoughtful choices. As they practice evaluating different scenarios, they boost their confidence and enhance their critical thinking abilities. Here are some engaging activities designed to foster evaluation skills in elementary students, helping them become discerning thinkers ready for future challenges.

Evaluation Activities for Elementary School

Two shelves with the seven book covers from the post on them.

Picture Books Comparison
Have students read two different picture books and evaluate the illustrations, themes, and messages. They can create a chart to compare their findings and share them with the class. This not only hones their evaluation skills but also promotes a love for reading!

Classroom Voting
Present a few ideas for a class project or theme and have students discuss the pros and cons of each. They can then vote, explaining their reasoning for their choice. This activity encourages critical thinking and helps them understand the decision-making process. Need a tool to help with your polling? Try one of these resources.

Product Reviews
Provide students with a simple product (like a toy or game) and have them evaluate its features, benefits, and drawbacks. They can create a poster or a short presentation to share their reviews. This fun activity allows them to practice articulating their evaluations in a creative way.

Inference Skills in Elementary Education

Inference is drawing logical conclusions based on available information and data, even when not all details are clear.

Imagine being a detective, piecing together clues to uncover hidden meanings—this is the essence of inference! It’s all about reading between the lines and drawing conclusions from evidence, which is crucial for navigating complex texts and situations. For young students, developing inference skills is essential; it boosts their confidence as readers and thinkers, helping them understand and engage with the world around them. Here are some engaging activities designed to spark their curiosity and strengthen this important skill.

Inference Activities for Elementary School

Picture Walk
Before diving into a book, take a picture walk! Have your students look at the illustrations and make predictions about the story based on visual clues. This engaging activity encourages them to discuss their inferences as they read, making the story come alive!

Story Predictions
Before finishing a story, ask students to predict the ending based on clues provided throughout the text. Encourage them to share their predictions and the evidence they used to support their inferences. This not only enhances their analytical skills but also fosters a deeper connection with the narrative.

Character Inference
Read a story and pause at key moments to ask students to infer what a character might be thinking or feeling based on their actions and dialogue. This activity helps them develop empathy and critical thinking as they consider different perspectives.

Problem-Solving for Elementary Schoolers

Problem-solving is the ability to develop strategies to tackle challenges, including identifying root causes and generating creative solutions.

Imagine facing a fun challenge and figuring out how to overcome it—that’s the heart of problem-solving! For younger students, developing this skill is key to navigating obstacles, thinking creatively, and building resilience. As they tackle simple problems, they gain confidence and a sense of accomplishment that lays the groundwork for future challenges. Here are some engaging activities designed to foster problem-solving skills in elementary learners.

Problem-Solving Activities for Elementary School

Example Google Forms for solving a digital breakout.

Puzzle Challenges
Provide students with a variety of puzzles (e.g., jigsaw, logic puzzles, digital breakouts or word searches) that require them to think critically to find solutions. This fun and interactive approach encourages them to collaborate and strategize. Check out these puzzle resources and digital breakouts for a quick start!

Math Word Problems
Create real-life scenarios that require students to use math to solve problems, encouraging them to identify the necessary steps to find a solution. This practical application of math not only sharpens their problem-solving skills but also helps them see the relevance of math in everyday life. You can find several examples of real-world math problems here.

Building Structures
Use materials like blocks or recycled items to challenge students to build a structure that meets specific criteria (e.g., height, stability). This hands-on activity fosters teamwork and creative problem-solving, allowing students to learn through trial and error as they bring their ideas to life.

Bonus: The Dump Truck-Incident: An Elementary Problem-Solving Challenge

Research Skills for Young Students

Research is the ability to gather information, analyze it critically, and draw informed conclusions. 

Imagine a group of curious young detectives exploring their world, seeking answers to intriguing questions—that’s the essence of research for elementary students! For young learners, developing research skills is essential as it empowers them to seek knowledge, ask questions, and develop a love for learning. By fostering research skills early on, students build a strong foundation for future academic success. Here are some impactful activities designed to cultivate research skills in elementary learners.

Research Activities for Elementary School

Question of the Week
Present a new question each week related to a subject the class is studying. Have students research the answer using books, articles, and online resources, then present their findings to the class. This encourages curiosity and helps them practice gathering information.

Nature Journals
Encourage students to keep nature journals where they document observations about plants, animals, and the environment. They can research facts about their observations and incorporate the concepts of Claim, Evidence, and Reasoning (CER) to structure their findings. This approach helps them analyze their observations and articulate their understanding more clearly. 

Classroom News Report
Have students create a classroom news report about a recent event or topic they researched. They can include interviews, facts, and their opinions, helping them learn to synthesize information and present it in an engaging format.

Bonus: Resources to Teach Students about News Validity

Incorporating these critical thinking skills into elementary classrooms helps create a strong foundation for young learners. As they engage in activities that promote analysis and adaptability, students are better equipped to face future challenges with confidence. So, what types of activities are you using to foster critical thinking in your classroom? I’d love to hear your thoughts in the comments!

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Back to SchoolGood Teaching

Fresh Starts: Back-to-School Activities from Elementary to High School

by Sara Qualls
written by Sara Qualls

If you’re not back in the classroom yet, don’t worry—your return is just around the corner! Ba-dum tss!

All jokes aside, I hope your summer was everything you imagined it would be, whether that was full on binging and lounging or checking things off your bucket list. As you gear up for a new school year, dive into these engaging back-to-school activities that are perfect for kicking off the first couple of weeks. From elementary to middle to high school, I’ve got you covered with ideas that will help you and your students settle into a groove. Let’s make the start of this year a blast!

Elementary Learners

Classroom Scavenger Hunts

Objective:

Familiarize your students with their new classroom. 

How To:

Stop and look around your classroom. Is there a routine you want them to follow? A place you want them to turn things into? You get the ideas. So now, create a list of items or places that you know your students are going to need to access often. Students can then work in small groups or individually to find each item you have put on your scavenger hunt. Sit back and watch as they tick off items from the list while gradually getting to know your classroom and the expectations you have for them.


Templates/Ideas: 

Check out these editable templates and ideas to help you create your own personalized classroom scavenger hunt.

Classroom Scavenger Hunt Template on Canva

School Scavenger Hunt Template on Canva

Just need ideas or tips to customize your hunt? Check out this blog from Grapevine Quest that has all the tips, ideas, and ways to prepare for this type of activity that will have your students engaged in critical thinking and teamwork.

All About Me Collages

Objective:

Help students introduce themselves and learn about their classmates.  

How To:

Grab some magazines, colored paper, markers, and glue, and let the creativity flow! Have your students make a collage that shows off their interests, family, and favorite things. Once they’re done, they can share their masterpieces with the class.

Templates/Ideas: 

Fantastic Fun and learning breaks down all the supplies you’ll need along with step-by-step instructions on how to lead this back-to-school activity. Check it out here.

Jump straight into learning with this Canva template. 

Have devices in your classroom? Go digital with your students. Explore this idea from Mrs. Amsler’s Artroom.

More Back-to-School Activities for Elementary Schoolers

Back to School Breakout
Elementary teachers, are you looking for a great resource for back to school? How about a digital breakout to kick off your year?

We Have to Save Fred!
Always a favorite, the Save Fred Challenge is great for team building. Plus, check out extension ideas to create a perfect day of learning.

Three Activities for Back-to-School Anxiety
As the start of school approaches, students may be feeling anxious. Try some SEL activities to help destress them.

Middle School Students

Classroom Bingo

Objective:

Help students get to know each other, the classroom layout, and your expectations. 

How to:

Make Bingo cards with various classroom-related prompts, like “Find someone who has been to another country” or “Find a book with a blue cover.” Students will mingle to find classmates who match the prompts and mark off their Bingo cards as they go.

Templates/Ideas:

If you don’t know about Bingo Baker, you’re missing out! You can create your own bingo cards or peruse templates until you find just what you need. Here’s a bingo card tailored for middle school learners. All you need to do is print!

Let the relationship building begin with this Getting to Know You Bingo template found in Canva. Customize it to fit your needs or use it as is. 

Mystery Object Challenges

Objective:

Foster teamwork and curiosity.

How to:

Put a mystery object in a bag. Students take turns feeling the object (without peeking) and describing it to their group. They’ll guess what it is based on the descriptions. Once everyone has guessed, reveal the object and have a discussion about it.

Templates/Ideas:

Explore the reasons why this teacher loves this Mystery Bag activity for her students. You’ll get tips and ideas for what to toss in your mystery bag. 

To use this hands-on activity that ties back to Claim Evidence Reasoning, access the full breakdown and directions of how to use this in your classroom. Check out this Mystery Challenge idea and more from Adventures in Stem.

More Back-to-School Activities for Middle Schoolers

Human Bingo

Human Bingo is a fun and effective icebreaker activity that fosters connection and learning. Learn how to implement it effectively!

Email Writing for Students
In today’s digital world, teaching your students the art of writing an email is a must. This blog has lesson ideas, videos, and resources to help.

“This, Not That” Bellringers
The latest version of the “This, Not That” bellringers includes a change in format and some new activities for back to school.

High School Students

Future Goals Jigsaw

Objective:

Encourage your high school students to begin to think about and share their future aspirations. 

How to:
Have students write down one academic or personal goal for the year on a piece of paper. Collect the papers, cut them into puzzle pieces, and distribute the pieces randomly. Students will work to piece together the goals and then discuss them with the class.

No template needed for this one!

Quote Reflection

Objective:

Create discussion and personal reflection.

How to:

Share a list of inspiring quotes about learning or personal growth with your students. Ask them to pick a quote that really speaks to them and write a short reflection on why it’s meaningful. Then, have them share their thoughts in small groups or with the whole class.

Templates/Ideas:

You can use this activity any time during the school year, but it’s especially great at the start of the year to help students discover or begin exploring their purpose. It’s also useful for helping them develop content for college entrance essays. Check out this lesson plan featuring pre-selected quotes to get students thinking.

Explore this big list of quotes that you can supply your students with. 

Go a step further and have them take that quote or idea and let them go wild with shape clouds. Creating shape word clouds is not only fun but also a fantastic culminating activity. Check out these four free digital tools to get started!

More Back-to-School Activities for High Schoolers

Solo Cup Engineering Challenge
The Solo Cup Engineering Challenge is perfect for team-building. Students and adults love this activity for fun and learning.

Help your high school students set and track their goals with this infographic-style template. It’s designed to set them up for future success by guiding them in setting and monitoring their own goals. Here is a template for goal setting from Lead Inclusion.

Engage Your Students by Creating Your Own Wordle

If you and your students are hooked on Wordle, try “Make Your Own Wordle”! Create and share custom wordles with a simple link—no registration needed, and it’s completely free. If you enjoy Wordle, you’ve probably heard of the Connections game as well. Learn how to create your own Connections game here.

These activities are perfect for kicking off the new school year with a positive and engaging vibe, and the best part is they require minimal prep! They’re designed to help you create an inviting atmosphere right from the start, so you can focus more on connecting with your students and less on getting everything ready. 

Here’s to another fantastic year ahead!

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ELAREnglish Language ArtsReading

Five Ways Educators Can Leverage Virtual Author Talks to Boost Literacy This School Year

by Miguel Guhlin
written by Miguel Guhlin

Did you know that only 43% of children aged 8-18 enjoy reading? That number is down from 58% in 2016 (source). What’s more, both American 9- and 13-year-olds who read for fun on a daily basis has dropped to the lowest level since the mid-1980s (source). The good news is that virtual author talks offer a way to spark students’ interest in reading. Let’s explore a possible resource that can enhance literacy in classrooms. At the end of this blog, I’ll also remind you about AI narrated audiobooks that are currently available. What’s more, this blog will introduce you to a free-for-US-schools tool for human-narrated audio books.

Here are five ways educators can harness virtual author talks to enhance literacy in their classrooms this school year.

1. Integrate Author Talks into Your Curriculum

“How can educators effectively integrate author talks into their curriculum to maximize the benefits for their students?” you might ask. One way is to use services like BookBreak.org.

BookBreak is a platform created and developed by the industry-leading Library Speakers Consortium, which has many years of experience working with authors and publishers in delivering amazing online programs. It makes it easy to bring authors into the classroom and that can boost student engagement with literature:

Screenshot by author of The Library District, Las Vegas-Clark County
Screenshot by author of The Library District, Las Vegas-Clark County

“BookBreak brings 2-4 bestselling elementary and middle school authors to schools each month via live stream. Events are geared toward specific grade cohorts such as K-2nd, 3rd-5th and 6th-8th. Each grade level has the opportunity to hear from an age-appropriate author at least once per month throughout the school year. Recordings of the talks are also available on our platform. The live events are 10-15 minutes long for elementary school and 15 to 25 minutes long for middle school.”

Here are three ways to blend this software into your classwork:

  • Schedule author talks to coincide with relevant units in your language arts curriculum.
  • Use the author’s books as part of your reading assignments before the virtual visit.
  • Develop writing prompts inspired by the author’s work or writing style.

For example, a 5th-grade teacher at Edgewood ISD incorporated a virtual talk with a historical fiction author into their American Revolution unit. Students read one of the author’s books set in that era, then had the chance to ask the author about their research process and character development.

2. Foster A Range of Perspectives Through Author Selection

“By featuring authors from diverse backgrounds, we can ensure that students see themselves in the stories they read. This can foster a deeper connection and understanding of literary works.” Virtual platforms like BookBreak prioritize a wide range of voices and experiences:

  • Choose authors from various cultural backgrounds to reflect your student population.
  • Balance male and female authors throughout the year.
  • Include authors who write about diverse topics and themes.

A middle school English teacher at Edgewood ISD reported increased engagement from her students. This happened when they had the opportunity to interact with authors who shared their cultural backgrounds. “Seeing themselves represented in successful authors really motivated my students to pursue their own writing,” she noted.

Screenshot by author of Scholastic's Storyvoice website
Screenshot by author of Scholastic’s Storyvoice website

3. Use Pre- and Post-Talk Activities to Deepen Learning

Maximize the impact of virtual author talks by framing them with thoughtful activities:

  • Before the talk: Have students research the author and prepare questions. They can read excerpts or summaries of the book as well as other works to gain deeper insight. Character analysis can also be an important component.
  • During the talk: Guide students in taking notes on the author’s insights and advice. Handwritten notes, concept maps, graphic organizers can scaffold student thinking.
  • After the talk: Facilitate a class discussion about what they learned and how it applies to their own reading and writing.

Example: An elementary school librarian at Edgewood ISD created a “Meet the Author” bulletin board where students posted their favorite quotes and lessons from each virtual talk, creating a visual reminder of their literary connections.

Consider giving students a reverse outline or advance organizer that they can add to throughout the virtual talk. Some other ideas include:

  1. Read aloud, then get feedback from others (Repeated Reading)
  2. Discuss with others (Classroom Discussion, Reciprocal Teaching, Jigsaw Method)
  3. Clarify vocabulary and meaning (Vocabulary Programs)
  4. Jot down important ideas and information (Outlining, Summarization, Concept Mapping)
  5. Annotate your text, write in the margins (Underlining and Highlighting)
  6. Interrogate text (ask questions and make a quiz for Retrieval Practice)
Screenshot by author of Jefferson County Library District website
Screenshot by author of Jefferson County Library District website

4. Leverage Recording Features for Flexible Learning

“We’ve found that the recorded author talks on platforms…are just as valuable as the live events. They allow our teachers to revisit the content with their students, pause and rewind when needed, and even share with students who may have missed the live event. It’s been a game-changer for our district’s literacy initiatives,” says Brad CLoud, Director of Instructional Technology, Edgewood ISD. Virtual author talk platforms often offer recordings of their sessions. This makes it possible to do the following:

  • Use recorded talks as part of lesson plans.
  • Assign specific talks for independent work. This gives students time to engage with the content at their own pace.
  • Create a tailored list of author talks students can listen to for inspiration and research.

“Being able to view the author visits after the fact is crucial, as ALL teachers are busy and can’t always catch a visit in real time,” one user mentioned.

5. Extend the Impact Beyond the Classroom

One big benefit of virtual author talks? They facilitate collaboration between teachers and campuses. Consider these points:

  • Foster collaboration with other teachers to create cross-curricular projects.
  • Share highlights from the talks in school publications that engage parents with their children as they read.
  • Create displays featuring books by visiting virtual authors.

Some libraries may find that virtual book talks enhance their role as a collaborative learning space. These often enable them to set up author-themed reading corners. Those have the potential to become popular spots for students.

Leverage Virtual Author Talks to Boost Literacy

Use virtual author talks to enhance student literacy, engage interest, and encourage young readers. You may end up changing the reading statistics for the next generation with the power of author voices.

Supplemental Resources

Below you will find an AI-generated guided activities table, as well a curated list of virtual author talk platforms.

Guided Activities Table

Activity NameDescriptionTeacher’s RoleStudent EngagementLearning Outcome
Author Bio Scavenger HuntStudents research the visiting author and create a visual biographyProvide research guidelines and resourcesCollaborative research and creative presentationImproved research skills and author familiarity
Question Craft WorkshopStudents learn to formulate thoughtful questions for the authorGuide students in developing open-ended questionsPeer review of questionsEnhanced critical thinking and inquiry skills
Virtual Book ClubStudents read and discuss the author’s book prior to the talkFacilitate discussions and provide reading promptsActive participation in book discussionsDeeper comprehension and analysis of literature
Writing in the Author’s StyleStudents create short pieces mimicking the author’s writing styleAnalyze the author’s style with the class and provide writing promptsCreative writing and peer feedbackImproved writing skills and style analysis
Post-Talk Reflection JournalStudents write about their takeaways from the author talkProvide reflection prompts and feedbackPersonal reflection and connection to their own reading/writingSelf-awareness of reading preferences and writing goals
Generated with Perplexity.AI

Virtual Author Talk Platforms

Title with Embedded URL to WebsiteDescriptionPricingUse Scenario
BookBreakA platform that brings 2-4 bestselling authors to schools each month via live stream, catering to specific grade cohorts. It aims to ignite enthusiasm for reading and writing by providing comprehensive planning resources and ensuring diversity in featured authors.Not explicitly stated, but offers free access to high-poverty schools when other schools join the program.Ideal for schools looking to integrate author talks into their curriculum, especially those seeking to enhance literacy and engagement among students.
Las Vegas-Clark County Library District Virtual Author TalksOffers free virtual author talks with critically-acclaimed writers, available for viewing from home. Past talks are archived for later access.FreeSuitable for public libraries and individuals interested in attending virtual author talks from the comfort of their homes.
StoryvoiceFeatures live read-alouds by award-winning children’s authors and illustrators. The platform allows for interactive sessions and is accessible via share-screen or individual devices.Not explicitly stated, but implies free access.Ideal for classrooms and families looking for interactive live reading sessions with popular children’s authors.
Library Speakers ConsortiumProvides live online author talks in partnership with the Library Speakers Consortium, featuring multiple bestselling authors each month.Not explicitly stated.Suitable for libraries and educational institutions seeking to connect with a variety of authors through live online events.
Authors Who Skype FreeA list of authors who connect virtually and in personVaries by authorIdeal for educators hoping to connect with specific authors listed.

But wait, there’s one more FREE option!

Although not a virtual author talk source, Bookshare.org provides easy-to-read audiobooks and ebooks for readers, no matter what their ability. Get this…Bookshare is 100% free through an aware from the Office of Special Education Programs!

You can see a sample of their book selection via their website. What’s more, you can find a collection of human-narrated books (also, read TCEA’s blog entry on AI narrated books):

Bookshare has thousands of human-narrated audiobooks. You can listen to them in either MP3 or DAISY Audio formats on a variety of devices. Browse reading lists of their texts:

See how to qualify and complete membership in the United States.

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12 cards featuring cards 1, 2, 6, 11, and 12.
Coding/Computer ScienceSTEM/STEAM

12 Micro:bit Block Coding Cards

by Peggy Reimers
written by Peggy Reimers

The micro:bit is a pocket-sized computer that packs a powerful punch when it comes to engaging students in the world of coding. But where to start with it? This blog post provides 12 fun “finish the code” block coding cards designed for use with the MakeCode platform. 

What Is a Micro:bit?

Imagine a tiny computer with a 5×5 LED display, buttons, sensors (light, accelerometer, temperature), and the ability to connect with other devices. That’s the magic of the micro:bit! It’s a versatile tool that allows students to bring their creations to life through code.

Why Micro:bits Are Perfect for the Classroom

  1. Bridging the Gap Between Abstract and Concrete: Coding concepts can seem abstract. But with the micro:bit, students see their code translated into tangible actions on the device, creating a clear link between cause and effect.
  2. Coding Success from Day One: MakeCode’s intuitive block coding interface makes learning to code accessible, even for beginners. 
  3. Computational Thinking across the Curriculum: Problem-solving, critical thinking, and creativity are at the heart of computational thinking. Micro:bits can be integrated across various subjects, from engineering challenges in science to interactive storytelling in language arts.
  4. Learning from Mistakes: Mistakes are inevitable, and with micro:bits, they become valuable learning opportunities. Students can debug their code, iterate, and improve their problem-solving skills.
  5. Durability Built-in: Micro:bits are kid friendly, NOT kid proof.
  6. Plug-and-Play Simplicity: No complicated installations or drivers are needed. Simply connect the micro:bit to your computer and you’re ready to code.
  7. Budget-Friendly Choice: Compared to other STEM/STEAM educational tools,, micro:bits offer a cost-effective way to introduce students to the world of coding.

Introducing the Finish the Code Cards

My thought on the design of these 12 “Finish the Code” cards is that they can be assigned to students after certain blocks have been introduced. The cards cover 20 blocks of code in different combinations. You can access just the PDF file here to print and of course, laminate your own set of cards.

Bonus! I have also provided the Google Slide deck here. This resource includes:

  • Handy table with the specific blocks used for each card
  • 12 cards
  • A possible solution for each card

I could also see the Finish the Code Cards being used for the following:

  • Extension Activities: Challenge students to expand upon the provided code, adding complexity or incorporating new features.
  • Assessment Tools: The cards offer a quick and engaging way to assess students’ understanding of specific coding concepts.
  • Fun: Use the cards for a quick brain break or collaborative coding challenge, fostering a fun and engaging learning environment.
  • STEM Night: Students could use cards as challenges for friends and family.

With micro:bits and MakeCode, the possibilities for creative learning are endless! If you have a program that should be included in this set, please email me at preimers@tcea.org. If you need a learning experience on micro:bits, please check out the TCEA online course that my colleague Miguel Guhlin and I designed. This course is designed for the educator who wants to bring micro:bits into their classroom but is not sure where to start.

Happy coding!

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Five steps to data-informed student grouping in the classroom
AssessmentEducational ResearchGood Teaching

How to Make Flexible, Data-Informed Student Groups

by Miguel Guhlin
written by Miguel Guhlin

Would you believe that, according to teachers, behavior is the most important factor when it comes to grouping students? There are several reasons to group students, and, recent research suggests that there are benefits to creating student groups. The teacher can tailor them to optimize learning and use grouping students to address varied:

  • learning needs
  • abilities
  • interests

What does the research say?

Unfortunately, student grouping strategies focusing on grouping by ability have poor results. For example, ability grouping for gifted students has a low effect size (d=0.21). An alternative is flexible, data-informed grouping strategies. Let’s take a quick look at the research from Gest and Rodkin’s 2011 study. Teachers in that study reported that they grouped students for several reasons. Here are the top five reasons from most important to least important:

  1. Behavioral Problems
  2. Heterogeneous Ability Grouping
  3. Homogeneous Ability Grouping
  4. New Friendship
  5. Existing Friendship

If behavior was the most important reason for student groups, what was the least important reason for grouping? That would be grouping students by similar ability levels or to reinforce friendships.

Flexible, Data-Informed Student Groups

In this approach, data informs the composition of student groups. This involves assessing, grouping, and regrouping students based on ongoing assessment data. This results in grouping students not by ability or prior achievement but rather by fresh, new data about the phase of learning they are in. This can have a certain appeal, no?

In this approach, you group students to meet the following needs:

  • Needs and performance. This ensures lessons are relevant and meet students where they are.
  • Current understanding and skills. Your informed insight enables you to personalize learning across subjects or topics based on their knowledge.
  • Include students of different abilities. With data in hand, you can more easily mix students of different abilities and backgrounds together.
  • Customize activities. Since you can use data to grasp where students are in their groups, you can create more tailored engagement activities.

While you could rely on digital grouping tools for the classroom, there is another way.

Five steps to data-informed student grouping in the classroom
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Five Steps for Flexible, Data-Informed Groups

To group your students, consider following the steps below. Note that you can use a variety of digital tools to facilitate each step.

Step 1: Conduct assessment. In this step, use low-stakes, just-in-time assessments to evaluate students and identify their current level of understanding and skill. Recognize that you will be reusing your assessments to track both individual and group progress.

Step 2: Form groups. Once you have processed the latest assessment data, create student groups that align with students’ learning needs.

Step 3: Consider SEL and class culture. Recognize students’ social and emotional needs. Building peer-to-peer relationships is critical. Support classroom culture with a keen awareness of culturally responsive teaching and brain-based learning approaches.

Step 4: Create custom learning activities. Align your instructional strategy (e.g. surface learning, deep learning, transfer learning) to the needs of the group and its members.

Step 5: Provide feedback for self-regulated learners. In dynamic groups, it’s important to provide useful feedback that empowers self-regulated learning.

Using Data to Group Students by Phase of Learning

Mermaid code graph generated by Claude.ai at the direction of the author
Mermaid code graph generated by Claude.ai at the direction of the author

One of the challenges you may encounter with flexible grouping is not grouping students by ability. When you rely on flexible grouping that’s informed via assessment data, you are actually organizing students by the phase of learning they are in. These phases of learning include Surface Learning, Deep Learning, and Transfer Learning. To get a better grasp of where students are at in their learning using assessment data, identify their phase of learning with the SOLO Taxonomy. Here’s a quick overview of The SOLO Taxonomy:

StageSOLO TaxonomyHattie’s TermLearning Phase?What It MeansHES Instructional Strategies
1Pre-structuralNo IdeaMay or may not have Prior KnowledgeLack of understanding or knowledge of the conceptBuild and/or activate prior knowledge
2Uni-structuralOne IdeaSurface LearningHas limited understanding, but doesn’t know how to apply it or how it connects to other ideasThree-Step Jigsaw Method, Summarization, Vocabulary Programs
3Multi-structuralMany IdeasSurface LearningHas a basic understanding, but isn’t sure how to fit ideas togetherDirect Instruction, Flipped Classroom, Note-Taking
4RelationalRelateDeep LearningUnderstands how ideas fit together and the relationship between them; still needs scaffolding and instruction to be successfulConcept Mapping, Metacognition, Self-Judgement, Reflection
5Extended AbstractExtendTransfer LearningCan take what has been learned and make something new; directions are not neededProblem-Based Teaching, Transfer Strategies
Source: Get a Clue: The SOLO Taxonomy

The SOLO Taxonomy descriptors make it easier to identify students’ grasp of ideas or concepts. What’s more, there is a rich group of highly effective strategies you can use depending on the phase of learning students are in.

The SOLO Taxonomy gives you a way to gauge the assessment data and put students in the correct group. The grouping is important because it allows you to match the most effective instructional strategy to the student’s need. For example, students in a surface learning phase may range from lacking any background knowledge to having a basic understanding. However, that basic understanding still lacks a conceptual understanding of how ideas fit together.

Here’s a quick chart you can use to guide you :

Examples of flexible groups that are create based on students' phase of learning.
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Some Parting Thoughts

Grouping students by behavior isn’t the most effective method. Instead, try using fresh data to assist you in creating groups that support learning. Ensure every student receives exactly what they need to thrive. The role you play is crucial. Remember that grouping strategies are about meeting students where they are and using informed insight (e.g. The SOLO Taxonomy) and strategies (e.g. Surface/Deep/Transfer Learning strategies) to guide them to success.

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