A cooperative table team in my B4 class working silently using the Affinity Protocol.
The Affinity Protocol allows students to construct their own understanding by grouping similar characteristics.
Today, in class, we:
Entered the classroom using the "Threshold" protocol, with a co-greeter welcoming students in a language other than English.
Copied our home work from the home work board (see below).
Collected HW3 and any late home work using the roaming robot technique.
Collected last ask Unit 4 Summative Project Parts and 2nd ask Governments of SxSExE Asia Thematic Map.
Discussed and modeled the Affinity protocol with a fishbowl team in the center of the classroom.
Cooperative able teams used the Affinity Protocol to sort the characteristics of Communism and Capitalism (see pictures above).
The Kagan "One Out" structure was employed to make corrections.
Used the pages for the Affinity Notes 4.11 - Government/Economics Continuum to create our individual inductive notes (see samples of possible answers below).
While students were creating notes asked each student who had not turned in a permission slip to explain the situation.
Reminded the 108 students who asked for the school to provide a lunch on the trip that one would be provided.
Home Work: 1) Come to school ready for the field trip. See the Dress Code below. Bring your own if you did not ask for the school to provide one. Be on time, we leave on time.
Entered the classroom using the "Threshold" protocol, with a co-greeter welcoming students in a language other than English.
Copied our home work from the home work board (see below).
Collected HW3 and any late home work using the roaming robot technique.
Collected last ask Unit 4 Summative Project Parts and 2nd ask Governments of SxSExE Asia Thematic Map.
Discussed and modeled the Affinity protocol with a fishbowl team in the center of the classroom.
Cooperative able teams used the Affinity Protocol to sort the characteristics of Communism and Capitalism (see pictures above).
The Kagan "One Out" structure was employed to make corrections.
Used the pages for the Affinity Notes 4.11 - Government/Economics Continuum to create our individual inductive notes (see samples of possible answers below).
While students were creating notes asked each student who had not turned in a permission slip to explain the situation.
Reminded the 108 students who asked for the school to provide a lunch on the trip that one would be provided.
Home Work: 1) Come to school ready for the field trip. See the Dress Code below. Bring your own if you did not ask for the school to provide one. Be on time, we leave on time.
| notes_4.11_template_-_government_and_economics_continuum_for_pp_44_and_45.pdf |
| capitalism_vs_communism_affinity__protocol_sort_on_pp_44_and_45.pdf |
| dress_code_and_etiquette_rules_for_the_field_study_at_world_religious_sites_2020.pdf |
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