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Planning for the Second Week, continued
Interactive Learning Structures
Interactive learning structures can be used to create anchor charts and/or visual cues with your stu-
dents. Following are two structures that you can use with your students to co-create anchor charts
and/or visual cues for your classroom.
Around-the-Clock
Name the learning goal. For example: “What are ways we
can implement our class rules during group discussions?”
Put a Clock Partners placemat in the center of each group.
Students use the placemat to determine whether they are
the 12 o’clock, 3 o’clock, 6 o’clock, or 9 o’clock person. (If
needed, model how to take turns clockwise.)
Give students a topic for discussion and have the 12 o’clock
teammate ask the rst question (generated either by the
teacher or by students). A student might ask: “How do we
follow the class rule of ‘Respect each other’?”
Teammates answer clockwise:
3 o’clock • “We can wait until someone is done speaking
to ask a question.”
6 o’clock • “Even if we disagree with someone else’s idea,
we can tell them in a kind way.”
9 o’clock • “Instead of talking with our neighbors, we can
give our focus to the person speaking.”
The 3 o’clock person asks another question about the topic.
Teammates again answer clockwise.
Repeat until every person has asked a question. Reinforce
positive behavior: “Your questions were clear and specic.
And I heard many people respond in a respectful tone of
voice.”
Bring everyone back together and ask for volunteers to
share highlights from their conversations. Use what stu-
dents share to create an anchor chart.
Maître d’
Name the learning goal. For example: “You’re going
to form different table sizes [standing groups] to
share ideas about our new unit on healthy living.”
Remind students about the expectations for forming
new table groups, emphasizing the importance of
being inclusive, friendly, and respectful: “What will
you do to make sure everyone is included?” (If needed,
model how to move about the room safely.)
Call out a grouping, starting with “Table for two.”
Students quickly form pairs of their own choosing
(with one table of three, if needed).
Ask a question to focus the discussion: “How might
you increase your weekly physical activity?” Give
students 1–2 minutes to share (with a 15-second
warning). Reinforce positive behavior: “I heard a lot
of encouraging words when people got stuck on an
idea to share.”
Call out “Table for three,” have students form new
groups, and ask the same question or a new one.
After groups have discussed this question, call out
“Table for four.” Repeat as time allows, continuing
to vary the table numbers.
Bring everyone back together and ask for volunteers
to share highlights from their conversations. Use
what students share to create an anchor chart.
