Nanosh-- what's the correlation between the names on the left side and conversation topics on the right? Why not just a list of conversation topics? Gracias. On Tue, Nov 12, 2013 at 4:40 PM, Nanosh Lucas < nanosh.lucas@xxxxxxxxxxxxxxxxx> wrote: > I might have seen this from another person, but I set up a table with the > names of my students down the left side, then I put conversation topics. > Each topic represents a 3min conversation. When there is a lull, I’m using > this to get students to talk to one another about something. Got pretty > decent feedback from it today. Works well in a 2nd-year class. > > I also got a book called “The Ultimate Icebreaker & Teambuilder Guide” by > John Tucker at a leadership conference this weekend. That has some fun > stuff for keeping people active engaged. > > Thanks, > > Nanosh > > On Nov 10, 2013, at 5:55 AM, Ruth Whalen Crockett <rwhalen@xxxxxxxxxx> > wrote: > > One thing I learned from Helena Curtain at the MAFLA conference was to > have students move to different partners by constantly asking them a > question. I know I also learned this with you all, but learning things for > the fourth or fifth time often works. Here is what I mean: > > Students are responding to a prompt. It is time to move. “The student with > the shortest hair move clockwise to the next partner.” > Another prompts for speaking…time to move. “The student who lives closest > to school move clockwise to the next partner.” > Another prompt for speaking, maybe a physical activity, etc….time to move, > “The student who can jump the highest move to the next partner.” > > There are probably a billion versions of this. > > Another thing that I started using were color cards from Home Depot. I > think I wrote about this in the past. Using color cards that you pick up > for free when trying to decide on paint colors, give students a card. Have > them pair up with people that are their same color. Then when shifting > groups have them look for an opposite color hue, or a color that > compliments theirs, etc. > > I know I’m talking more about pairing than transitions. I think in many > ways they are one in the same. I often hear teachers talking about how to > pair up kids and who can work with who. I think what is essential here is > that groups are fluid and that the expectation is that kids work with > everyone. This is huge in community building. > > One final thing, I can’t remember if I wrote about this before…geez the > fall has been a long one. Pan Tostado has become a really fun game in my > classes and it might serve as a transition between activities. You yell > out “Pan Tostado” and point to a student. That student is the toast and the > two people on either sides of that students are the toaster. They > physically form a toaster around the toast and the toast jumps. Then you > say, Elefante! And again you point to a student. This student is the trunk > and the two students next to that student are the ears. They make a loud > sound together. In my upper level class I asked the students to come up > with other versions. The versions are: > Flamingo > Extra-Terrestrial (person in the middle is ET, students on sides are extra > legs, arms, etc) > Whacka-mole > Lumberjack (person in the middle is the tree, other two are sawing the > tree down) > Zen Diagram (my personal favorite!, this is when two students make circles > with their arms and the person in the middle puts their head in the > intersecting circles). > > Annie, thanks for getting me thinking about what I’m finding challenging > and the things that I’m also making progress on. > > Ruthie > > *From:* ola-bounce@xxxxxxxxxxxxx > [mailto:ola-bounce@xxxxxxxxxxxxx<ola-bounce@xxxxxxxxxxxxx> > ] *On Behalf Of *Annie Tyner > *Sent:* Sunday, November 10, 2013 2:45 AM > *To:* ola crew > *Subject:* [ola] Transitions! > > Hey crew! > > I feel like I am doing the same transitions over and over again in my > class! My creative juices just aren't flowin'! Can you help me out? > Thanks!!! I hope you are all doing wonderful!! > > Annie > > >