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Always Sometimes Never Guide

Getting Started
2C: Group Learning Routines
Resource:
Always Sometimes Never Guide

This group learning routine is helpful when:

  • You have a series of statements which could be always true, sometimes true, or never true.
  • You want students to focus on justifications for why these statements are always true, sometimes true, or never true.
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Compare and Improve Guide

Getting Started
2C: Group Learning Routines
Resource:
Compare and Improve Guide

This group learning routine is helpful when:

  • Students have had independent time to work on a problem or task.
  • Students could use an opportunity to get feedback on their work and then revise it.
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Demonstration

Getting Started
2C: Group Learning Routines
Resource:
Demonstration

This group learning routine is helpful when:

  • You have some interactive demonstration tool (eg. like an applet or interactive application) and only one computer or projector to use for the entire class. Another example might be a problem involving the use of algebra tiles that are visible underneath a document camera for someone to manipulate.
  • You want all students to record observations, noticings, wonderings, generalizations, or respond to prompts based on the interactive demonstration.
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Fishbowl

Getting Started
2C: Group Learning Routines
Resource:
Fishbowl

This group learning routine is helpful when:

  • Students are just getting started on solving a problem and you want some students to model an approach to solving the problem for other students.
  • You want to give feedback to some students on their process and have all students benefit from that feedback.
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Monitoring Student Work Guide

Getting Started
2C: Group Learning Routines
Resource:
Monitoring Student Work Guide

This routine is helpful when:

  • Students are working on a sequence of problems or tasks independently or together.
  • The teacher is free to move around the room.
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Pair Presenters

Getting Started
2C: Group Learning Routines
Resource:
Pair Presenters

This group learning routine is helpful when:

  • There is a clear visual representation of the mathematics for the pair of presenters to reference as they describe their strategy.
  • Students have had time to prepare themselves to present.
  • All students have attempted to solve the given problem already.
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Sage and Scribe Guide

Getting Started
2C: Group Learning Routines
Resource:
Sage and Scribe Guide

This group learning routine is helpful when:

  • Students are working on a sequence of problems or tasks together.
  • Students could use an opportunity to get feedback on their work (revision of work occurs the next time a student is a scribe).
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Simon Says

Getting Started
2C: Group Learning Routines
Resource:
Simon Says

This group learning routine is helpful when:

  • There is a set of steps you want everyone to be able to follow without losing anyone in the audience. Eg. You are introducing students to using some feature on their calculator.
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Stronger and Clearer Each Time Guide

Getting Started
2C: Group Learning Routines
Resource:
Stronger and Clearer Each Time Guide

This group learning routine is helpful when:

  • Students have had independent time to work on a problem or task.
  • Many students could use an opportunity to get feedback on their work and then revise it.
  • You want students to develop their use of precise language.
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Vertical Non-Permanent Surfaces (VNPS)

Getting Started
2C: Group Learning Routines
Resource:
Vertical Non-Permanent Surfaces (VNPS)

This group learning routine is helpful when:

  • You have sufficient vertical whiteboard or chalkboard space for every student to be able to comfortable stand next to the board space.
  • Students are able to productively work on a problem or set of problems to which they all have some access.
  • You want to be able to quickly see where all students are at in a problem solving process.
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We Each Have Part

Getting Started
2C: Group Learning Routines
Resource:
We Each Have Part

This group routine is helpful when:

  • You have some task or problem with multiple pieces (or clues) of information.
  • These pieces of information are small and easily described verbally.
  • You want students to work equitably on the task or problem.
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