Question(s)
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Overview
Self-organization and choice are two powerful motivational tools that get students excited and personally invested in the learning or investigating they are about to do. Use this process whenever you want students to team up to learn or investigate something in which they are personally interested, invested, and excited.
Standards (MLR)
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Learning Objectives
- Students communicate effectively with their peers
- Students organize themselves into teams
- Students learn what interests them and others
- Students take ownership of their choices
Materials
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Time Needed
20 – 60 minutes
Activity Procedure
This lesson plan assumes students have never had an experience organizing themselves into teams around common interests. The structure and guidance laid out below for teachers can be taken away as students gain familiarity and comfort with the process of owning their choices. For this to really work, teachers must trust their students and the process, and be willing to give students the time and support they need to work through struggles on their own.
1. Teacher generates a list of 5 choices for a group of 20 students
Example: The choices for the “Checking the vital signs of a Maine watershed” investigation are: Biodiversity, Invasive species, Water quality (chemistry), Water quality (biology) and Land use
2. Teacher writes down each choice on paper large enough for everyone to see from the center of the room
3. Teacher posts each one in a different corner of the room, and explains (sells!) it
4. Teacher asks students to think about which one they would be most interested doing
5. Students spend 5 minutes silently ranking the 5 choices from most to least interesting/ exciting to them. Next to their two top choices, they write reasons why they are interested in each one.
6. Teacher challenges students to get into 5 teams by themselves with these rules in mind:
a. Teams must be of equal size (or a specific number for each choice based on the relative amount of work involved)
b. Everyone must help everyone else
c. You may involve the teacher only as a last resort if things get ugly
d. Everyone must be happy with what they’re going to learn or investigate
Reflection/Formative Assessment Ideas
1. When students think they have successfully formed their teams, teacher asks students to check in again with each team member (and themselves!) to make sure everyone on the team is happy with their choice. If any student is still unhappy, the negotiations continue until time or patience or both wear thin.
2. Ask students to talk about which parts of the process were challenging and which were satisfying.
Extension Ideas
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Resources
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References
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Self-organize around your interests
Author(s):
Sarah Morrisseau
Gulf of Maine Research Institute
Vital Signs Program
Table of Contents
Question(s)
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Overview
Self-organization and choice are two powerful motivational tools that get students excited and personally invested in the learning or investigating they are about to do. Use this process whenever you want students to team up to learn or investigate something in which they are personally interested, invested, and excited.
Standards (MLR)
Have a great idea to share? Please leave a comment below.
Learning Objectives
Materials
Have a great idea to share? Please leave a comment below.
Time Needed
20 – 60 minutes
Activity Procedure
This lesson plan assumes students have never had an experience organizing themselves into teams around common interests. The structure and guidance laid out below for teachers can be taken away as students gain familiarity and comfort with the process of owning their choices. For this to really work, teachers must trust their students and the process, and be willing to give students the time and support they need to work through struggles on their own.
1. Teacher generates a list of 5 choices for a group of 20 students
Example: The choices for the “Checking the vital signs of a Maine watershed” investigation are: Biodiversity, Invasive species, Water quality (chemistry), Water quality (biology) and Land use
2. Teacher writes down each choice on paper large enough for everyone to see from the center of the room
3. Teacher posts each one in a different corner of the room, and explains (sells!) it
4. Teacher asks students to think about which one they would be most interested doing
5. Students spend 5 minutes silently ranking the 5 choices from most to least interesting/ exciting to them. Next to their two top choices, they write reasons why they are interested in each one.
6. Teacher challenges students to get into 5 teams by themselves with these rules in mind:
a. Teams must be of equal size (or a specific number for each choice based on the relative amount of work involved)
b. Everyone must help everyone else
c. You may involve the teacher only as a last resort if things get ugly
d. Everyone must be happy with what they’re going to learn or investigate
Reflection/Formative Assessment Ideas
1. When students think they have successfully formed their teams, teacher asks students to check in again with each team member (and themselves!) to make sure everyone on the team is happy with their choice. If any student is still unhappy, the negotiations continue until time or patience or both wear thin.
2. Ask students to talk about which parts of the process were challenging and which were satisfying.
Extension Ideas
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Resources
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References
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