1. 2 Haikus An exercise in cooperative learning

2. We will be working in groups of 5 Using our numbers from yesterday, 1’s will work together, 2’s will work together, 3’s will work together, 4’s will work together, 5’s will work together NOTE: YOU WILL NOT SIT TOGETHER After you have gathered standing in your groups and filled out your names and emails, return to your original seats NOTE: THE OWNER (CAPTAIN) IN EACH GROUP IS AS FOLLOWS: 1’s – team A from yesterday, 2’s – team B, 3’s-team C, 4’s – team D, 5’s – team E

3. Person a: write down 5 syllables for a Haiku about Architecture of Paris Person b: write down 7 syllables for a Haiku about the Food of Paris Person c: write down 5 syllables for a Haiku about the Art of Paris Click to next slide 1 st Haiku Get on Google Docs Person a, let’s make you owner, everyone else log into your account and wait Click on Create Presentation Add the email addresses of the people in your new group Give ALL of them edit abilities for this document, everyone sign in to google docs Find this new presentation (powerpoint) note: controls are limited, just click around Persons d and e: get in there and start editing the poem

4. You have just completed a Kagan ‘structure’ called Roundtable, and you’ve done it in real time! Save your presentation! kagan definition: “In teams, students take turns generating written responses, solving problems, or making contributions to a team project.” Skills acquired: (teambuilding, mastery, thinking, communication, information sharing) click to next slide

5. (below is the definition from the Kagan book, you’ve added technology and real time!) Structure for Roundtable that you just completed 1. Students sit in teams 2. Each student takes a turn drawing, pasting, or writing one answer to a query, as a paper and pencil (or paste) are passed around the group. **Works well for assessing prior knowledge, practicing skills, recalling information, and creating cooperative art. *Rotating recorder: Students take turns recording each student’s response Click to next slide

6. 2 nd Haiku Let’s open a new presentation Person #b, you are owner, make everyone able to edit Person c – 1 st line of Haiku about Snow 5 syllables about Snow (how it looks) Person d– 2 nd line of Haiku about Snow 7 syllables about Snow (how the snow feels to the touch) Person 5e– 3 rd line of Haiku about Snow 5 syllables about Snow (how it makes you feel) Click to next slide Persons a snd b - get in there and edit these poems

7. 3 rd haiku – Let’s create a 3 rd new presentation, person c you are the owner, Make persons d and e owners also, give a ability to edit, give b ability to COMMENT (note person b, you cannot make changes, just suggestions) Person c – 1 st line of Haiku about Snow 5 syllables about Snow (how it looks) Person d– 2 nd line of Haiku about Snow 7 syllables about Snow (how the snow feels to the touch) Person e– 3 rd line of Haiku about Snow 5 syllables about Snow (how it makes you feel) Click to next slide Person a -edit this poem! Person b –you can COMMENT (save your presentation)

8. 4 th Haiku – create 4 th presentation; person d you are the owner; make person e also an owner; person e you decide what the other 3 people are allowed to do (own, edit, comment or view) Person d– 1 st line of Haiku about Snow 5 syllables about Snow (how it looks) Person e– 2 nd line of Haiku about Snow 7 syllables about Snow (how the snow feels to the touch) Person e– (you decide who does this one, it has to be someone who can edit) 3 rd line of Haiku about Snow 5 syllables about Snow (how it makes you feel) Click to next slide Save your presentation

9. You have just completed a Kagan structure called Simultaneous Roundtable “In teams, students simultaneously generate responses, then pass their list or product clockwise so each teammate can add to the prior responses.” Skills acquired: (teambuilding, mastery, thinking, communication, information sharing)

10. Structure for Simultaneous Roundtable that you just completed 1. Teacher assigns a topic or question. 2. All four students respond simultaneously by writing or drawing. 3. Teacher signals time, or students place papers/pens down thumbs up when done with the problem. 4. Students pass papers one person clockwise. 5. Students continue writing or drawing, adding to what was already on the paper. 6. Continue, starting at step 3. Alternative: Students may build their responses with manipulatives rather than draw or write.

11. Congratulations! You have co-authored docs online in Google! To the owners, you can now take the others off ‘edit’ ability and put them on view or comment, or add them all as owners Hopefully, you are really good at this now!