Written by Patty Olson, NMC Education Instructor, Adjunct & submitted by Jeff Straw.

One technique that I found VERY useful particularly in teaching hormonal, uninterested 8th graders US history was combining your two ideas.  As a PREview, I broke the class into small groups to read and present one area of the chapter (Bold Print Headers).  These groups were sized depending on the length of the chapter.  They were given only 10-15 mins. to prepare and then they presented their area, in order of chapter, to the whole group.  They got very clever and creative with their presentations; it was fun.  As the “sage on the side”, I could then interject anything missed and/or smooth out the transition to the next group.  With this preview of the chapter, they “got” a glimpse of what they would need to read that night.  They also went home with my study guides with “fill in the blank” high points, designed by moi so that I knew they would get the points I felt were important.  As they entered the next am, they did a do-it-alone 10 minute “think” warm-up (an essay designed by me that connected the history we were currently studying to a current event).  We followed this with a quick pair-share… (first they shared with their table, seating always assigned by me…. then each table quickly shared out to the whole group.)  Then, they took their warm-up home to discuss with a family member (adult); this was their chance to “teach” what they were learning, as research shows that you learn most when you “teach it”.  The adult needed to sign it, and then the students handed it in in the am.  (Parents loved this!  Sometimes I received 2-3 page essays from the PARENTS expanding on the topic.  I had to ask them to please not expect a response as I already had 150 students daily to correct!  The parents continually told me that these discussions had become some of their most valuable family-time discussions, often during dinner!)

Because the students were ACCOUNTABLE  to each other, to parents or to me  EVERY STEP OF THE WAY, this proved really successful, and fun.  I actually applied for a Christa McAuliffe grant to develop this program, but only made it to “runner up”.  Then I went back to elementary.

Anyway, I thought this might spark some more ideas on how to use these techniques.  With my NMC class, I use the warm-up, think-pair-share and jigsaw techniques often.  We have guest speakers and cd presentations, too.  I require students to sign-up as they arrive, with many points given for attendance.  5 minutes after class begins, I have a new sign-in, so they are again held accountable.  My students report loving the class, the warm-ups, etc.  My problem is that I always have 1 or 2 who actively attend and are actively involved in discussion (they have no choice in this because of how I structure the class.), but they don’t turn in the work!  The rest, pretty much, do a phenomenal job with the written assignments and their reflective journals, most earning 3.5 or 4.0!  But the 1 or 2 always shock me!  I express that to them:  “Why are you letting yourself down when you have so much to offer?)  They often, still, don’t bother and fail, but don’t even bother to drop!  (Often they are young, and sadly, often male.  In England, this is called “laddism”!)  I don’t get it!  Any ideas?

Thanks again, for the “food for thought” from your articles Jigsaw and Coming Unprepared.