Four High Interest Games for Training Students to Work in Small Groups

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25 pages
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So often, when we ask students to work in groups, they talk in front of each other, rather than TO each other. Why not establish rules for how small-groups should work? Better yet, why not have the students themselves create these rules?

With these 4 games, you will cover skills such as taking turns, commenting on another student's response, managing time, helping shy students, and more.

The following four small-group games are included:

* Question Cards

* Would You Rather...?

* Who Would You Hire? (a scenario)

* Possible Reasons Why

BONUS: Small-group Discussion Assessment Rubric

You can use the games as part of a 4-days series to help students develop a final product: a class poster with a list of how good groups work, common problems, and common solutions.

OR you can use any of the ice breakers above as stand-alone activities.

What Teachers Are Saying:

* “I used these with my students this week. We had a great time and the idea of what group work should look and sound like was really emphasized! We concluded the week making our posters to post in the room.” – Brandy Z.

* I cannot say enough good about these games!!! My students enjoyed them and learned so much! They were very engaged and were almost disappointed when we were done.” – Theresa W.

* This resource needs an A+++ rating! I loved this unit. My students learned so much. The skills these games taught them continue to improve as we do group activities in other classes.” – Doreen T.


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Total Pages
25 pages
Answer Key
Teaching Duration
4 days
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to see state-specific standards (only available in the US).
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.


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