1 00:00:00,000 --> 00:00:22,580 Coming through northth precede us the 2 00:00:22,580 --> 00:00:34,940 Well, welcome everybody to episode two of season three of the Poggle podcast. 3 00:00:34,940 --> 00:00:39,340 Our topic today has something to do with ice bakers and best practices. 4 00:00:39,340 --> 00:00:44,300 Sounds like something that I need to pay attention to maybe in preparation for a party or something 5 00:00:44,300 --> 00:00:45,300 like that. 6 00:00:45,300 --> 00:00:47,180 But I think it goes a lot deeper from there. 7 00:00:47,180 --> 00:00:56,160 So we have as our guest host today is Siobhan Julian, and I'm going to turn it over to Siobhan. 8 00:00:56,160 --> 00:00:58,060 Thank you, Wayne. 9 00:00:58,060 --> 00:00:59,060 Welcome everyone. 10 00:00:59,060 --> 00:01:03,220 It is my pleasure to introduce Andrew Toda-McCarty today. 11 00:01:03,220 --> 00:01:07,560 Andrew is a physics instructor at San Jose State University in California. 12 00:01:07,560 --> 00:01:12,940 At San Jose State, he is the co-coordinator of the physics 2A course, which is an algebra 13 00:01:12,940 --> 00:01:17,620 based mechanics course that is taught by a team of instructors that meet for each class 14 00:01:17,620 --> 00:01:21,640 to maintain alignment across the different sections. 15 00:01:21,640 --> 00:01:25,820 Before he was at San Jose State, Andrew worked for Summit Public Schools as a high school 16 00:01:25,820 --> 00:01:31,700 physics teacher, go high school teacher, science teachers using Poggle, and teacher professional 17 00:01:31,700 --> 00:01:33,360 development manager. 18 00:01:33,360 --> 00:01:37,820 He also wrote a project based physics curriculum for Summit Public Schools. 19 00:01:37,820 --> 00:01:42,860 Andrew is part of the Leadership Institute at the Exploratorium in San Francisco and 20 00:01:42,860 --> 00:01:46,700 coaches new and mid-career teachers through that program. 21 00:01:46,700 --> 00:01:48,460 So welcome, Andrew. 22 00:01:48,460 --> 00:01:49,460 Thank you. 23 00:01:49,460 --> 00:01:50,460 Happy to be here. 24 00:01:50,460 --> 00:01:51,460 Yes. 25 00:01:51,460 --> 00:01:54,660 We are very excited to have you here today because I think you're going to bring, you're 26 00:01:54,660 --> 00:01:59,460 bringing a very new voice and some new information to the Poggle community. 27 00:01:59,460 --> 00:02:02,100 So this is obviously a Poggle podcast. 28 00:02:02,100 --> 00:02:06,680 Andrew, tell us a little bit about how you came across Poggle and how you came to use 29 00:02:06,680 --> 00:02:08,340 it in your own classroom. 30 00:02:08,340 --> 00:02:09,340 Yeah. 31 00:02:09,340 --> 00:02:14,420 So I learned about Poggle when I first started teaching, but I really only knew about it 32 00:02:14,420 --> 00:02:15,420 secondhand. 33 00:02:15,420 --> 00:02:20,020 I was fortunate to be a fellow in the Knowles Teacher Initiative and there were poster sessions 34 00:02:20,020 --> 00:02:22,500 and different teachers coming together sharing practices. 35 00:02:22,500 --> 00:02:28,060 So I learned about Poggle through them, through other people, but I didn't ever attend any 36 00:02:28,060 --> 00:02:29,060 official workshops. 37 00:02:29,060 --> 00:02:34,220 It seemed at the time it was mostly for chemistry teachers and I was a physics teacher. 38 00:02:34,220 --> 00:02:39,540 But then later in my career, I attempted to offer some kind of Poggle inspired activities 39 00:02:39,540 --> 00:02:42,140 for my physics classes. 40 00:02:42,140 --> 00:02:45,900 And I worked with a chemistry teacher at my school to do that. 41 00:02:45,900 --> 00:02:50,740 My first real contact with the Poggle project involved submitting these activities for review 42 00:02:50,740 --> 00:02:52,460 to get feedback. 43 00:02:52,460 --> 00:02:58,580 And then after doing that a few times, I joined the Poggle activity clearinghouse to submit 44 00:02:58,580 --> 00:03:01,260 and author and continue to author activities. 45 00:03:01,260 --> 00:03:05,020 And then I started signing up for some official workshops as well to learn more. 46 00:03:05,020 --> 00:03:10,180 So I've written about 20 activities, published five of them with the pack and I'm just continuing 47 00:03:10,180 --> 00:03:13,020 to use and develop Poggle for my classroom. 48 00:03:13,020 --> 00:03:14,020 Awesome. 49 00:03:14,020 --> 00:03:15,020 That is wonderful, Andrew. 50 00:03:15,020 --> 00:03:19,740 I love hearing about how the Poggle activity clearinghouse or the pack has gotten people 51 00:03:19,740 --> 00:03:25,380 involved and writing new activities is always such a crucial part of building and expanding 52 00:03:25,380 --> 00:03:27,540 the Poggle community. 53 00:03:27,540 --> 00:03:33,700 You're here today to share with us some strategies that you've been using in your class, specifically 54 00:03:33,700 --> 00:03:36,220 icebreaker numbers and the five practices. 55 00:03:36,220 --> 00:03:42,780 Now, I'm sure that everyone has heard of icebreakers, but you are using it in a very different way. 56 00:03:42,780 --> 00:03:48,060 So please tell us what are icebreaker numbers and how do you use them in your class? 57 00:03:48,060 --> 00:03:52,620 So I first started using daily icebreakers when I was teaching online on Zoom as a way 58 00:03:52,620 --> 00:03:57,500 to get students to just unmute and start talking when they join breakout rooms for group work. 59 00:03:57,500 --> 00:04:02,980 The goal is to help them build community and get to know each other and their different 60 00:04:02,980 --> 00:04:06,740 groups, but also just to say something in those first few minutes of class and really 61 00:04:06,740 --> 00:04:08,820 get the class going. 62 00:04:08,820 --> 00:04:13,900 Many of them were questions asking about favorites, such as what is your favorite spice? 63 00:04:13,900 --> 00:04:19,260 And after sharing, I would have students alphabetize their responses to record them on a numbered 64 00:04:19,260 --> 00:04:20,260 list. 65 00:04:20,260 --> 00:04:22,740 So this gives each student a number for the day. 66 00:04:22,740 --> 00:04:23,740 That's kind of random. 67 00:04:23,740 --> 00:04:27,620 It's not exactly random, but it mixes it up. 68 00:04:27,620 --> 00:04:33,260 I often have group roles in class, but I always like having students take turns reporting 69 00:04:33,260 --> 00:04:39,160 out rather than establish that as a particular role for one student in each group. 70 00:04:39,160 --> 00:04:44,300 And so once each student has a number, I can easily rotate through those numbers and say, 71 00:04:44,300 --> 00:04:48,660 the ones are reporting out for this discussion and then the next time the twos are reporting 72 00:04:48,660 --> 00:04:50,060 out. 73 00:04:50,060 --> 00:04:54,020 And so the icebreaker numbers allow everyone to have a chance to speak up for the group, 74 00:04:54,020 --> 00:04:55,020 but it's also predictable. 75 00:04:55,020 --> 00:04:58,380 They know ahead of time they'll be the ones sharing and so they can get ready and feel 76 00:04:58,380 --> 00:05:02,140 comfortable and the rest of the group can help them prepare. 77 00:05:02,140 --> 00:05:05,580 I also use them sometimes when I'm interacting with the group. 78 00:05:05,580 --> 00:05:10,180 So if I am trying to ask the group questions, I can spread the questions out over multiple 79 00:05:10,180 --> 00:05:14,860 students, pushing them to build off of each other rather than one single student share. 80 00:05:14,860 --> 00:05:18,660 So I'll just use the numbers and refer to just go through them in order. 81 00:05:18,660 --> 00:05:24,380 One, two, three, four, and kind of pepper the questions around the group. 82 00:05:24,380 --> 00:05:28,860 Sometimes also if I see that many groups are getting stuck somewhere, I'll call out a number 83 00:05:28,860 --> 00:05:32,380 and all of those students will come up to me and we'll do a quick huddle. 84 00:05:32,380 --> 00:05:38,060 I can give them some instruction or check in and then they can spread that knowledge 85 00:05:38,060 --> 00:05:39,300 back to all of their groups. 86 00:05:39,300 --> 00:05:44,540 So it's a way to have sort of flexible roles that in the moment, if I need a role that 87 00:05:44,540 --> 00:05:49,860 I didn't assign, I can quickly assign it for that moment in class and just get different 88 00:05:49,860 --> 00:05:54,020 students to do different things in the classroom. 89 00:05:54,020 --> 00:05:55,020 That's really interesting. 90 00:05:55,020 --> 00:06:00,540 We get, I know for me, I actually ask those favorite questions already. 91 00:06:00,540 --> 00:06:04,060 I have them on my paper, like instead of a date. 92 00:06:04,060 --> 00:06:10,380 So I've never really thought of utilizing that when I'm having students like working 93 00:06:10,380 --> 00:06:11,380 teams. 94 00:06:11,380 --> 00:06:12,760 That's really interesting. 95 00:06:12,760 --> 00:06:15,260 Thank you so much for sharing that. 96 00:06:15,260 --> 00:06:19,220 And the other strategy that you use is the five practices. 97 00:06:19,220 --> 00:06:21,740 So tell us about that. 98 00:06:21,740 --> 00:06:26,860 There's a book, The Five Practices for Orchestrating Test-Based Discourse in Science by Jennifer 99 00:06:26,860 --> 00:06:32,900 Cartier and others that identifies five practices teachers can use to promote rigorous discourse. 100 00:06:32,900 --> 00:06:37,120 There's also a math version of this book for math teachers with the same practices. 101 00:06:37,120 --> 00:06:44,300 The practices are anticipating, monitoring, selecting, sequencing, and connecting. 102 00:06:44,300 --> 00:06:46,700 Interesting. 103 00:06:46,700 --> 00:06:52,540 And I know for Pogal, I think a lot of Pogal practitioners are very familiar with monitoring. 104 00:06:52,540 --> 00:06:57,260 That's something that will definitely happen any time I do a Pogal activity. 105 00:06:57,260 --> 00:07:03,740 But the other ones are not something I'm actively aware of in my classroom. 106 00:07:03,740 --> 00:07:05,980 So share, what is anticipating? 107 00:07:05,980 --> 00:07:07,340 I think that's the first one. 108 00:07:07,340 --> 00:07:08,340 Yeah. 109 00:07:08,340 --> 00:07:12,660 So first, teachers need to anticipate how students will respond to different parts of 110 00:07:12,660 --> 00:07:18,740 the activity and what resources they might identify as they work with their group. 111 00:07:18,740 --> 00:07:22,980 Based on what the teacher anticipates, they can then create a monitoring chart to help 112 00:07:22,980 --> 00:07:28,380 identify these productive resources and keep track of who in the classroom has them. 113 00:07:28,380 --> 00:07:32,140 I create these monitoring sheets for each class and use them to track ideas as well 114 00:07:32,140 --> 00:07:35,900 as student participation across each activity. 115 00:07:35,900 --> 00:07:41,060 The monitoring chart gives me a focus as I listen into the group conversations. 116 00:07:41,060 --> 00:07:42,060 That's interesting. 117 00:07:42,060 --> 00:07:45,860 Is this monitoring chart something that your students see? 118 00:07:45,860 --> 00:07:47,780 Are they aware of that or is it just you? 119 00:07:47,780 --> 00:07:49,980 Yeah, they're definitely aware of it. 120 00:07:49,980 --> 00:07:54,980 They see I have a clipboard in my hand and they see me making marks as I'm looking over 121 00:07:54,980 --> 00:07:56,540 their shoulders and listening. 122 00:07:56,540 --> 00:08:02,460 And they'll see me look at it as I reference their work and their ideas, but they don't 123 00:08:02,460 --> 00:08:04,700 see the exact chart exactly. 124 00:08:04,700 --> 00:08:12,140 And so they don't see the marks that I make on it, but they know that I'm doing something. 125 00:08:12,140 --> 00:08:13,140 That is very interesting. 126 00:08:13,140 --> 00:08:16,820 Do they get a little self-conscious when you do that? 127 00:08:16,820 --> 00:08:23,980 I think maybe at first they might've been curious, what is he doing while he's listening 128 00:08:23,980 --> 00:08:27,700 in, not necessarily saying anything, just making marks. 129 00:08:27,700 --> 00:08:31,580 But I think they've gotten used to it and they ignore it now. 130 00:08:31,580 --> 00:08:36,420 I don't think anyone seems to pay attention as they see me walking around. 131 00:08:36,420 --> 00:08:37,760 Awesome. 132 00:08:37,760 --> 00:08:42,620 And then the next ones we have are, you said selecting and sequencing. 133 00:08:42,620 --> 00:08:44,700 So how do you use that? 134 00:08:44,700 --> 00:08:45,700 Yeah. 135 00:08:45,700 --> 00:08:50,140 So just before reporting out, I take a minute to step back and look at all of the notes 136 00:08:50,140 --> 00:08:54,060 that I took on the monitoring sheet while I was monitoring. 137 00:08:54,060 --> 00:08:58,980 And then I select and sequence the ideas and resources in a way to help build a cohesive 138 00:08:58,980 --> 00:09:00,060 narrative. 139 00:09:00,060 --> 00:09:02,940 So these really are those next two practices. 140 00:09:02,940 --> 00:09:07,860 I start by selecting simpler ideas before moving on to more complex ones. 141 00:09:07,860 --> 00:09:10,060 That's one way to sequence. 142 00:09:10,060 --> 00:09:14,740 I also try to start with students who are maybe less certain of their responses or students 143 00:09:14,740 --> 00:09:20,180 that have a mix of resources that are productive and maybe unproductive or less productive 144 00:09:20,180 --> 00:09:25,740 so that we can directly work through those preconceptions as a class. 145 00:09:25,740 --> 00:09:28,860 And you mentioned this is before reporting out. 146 00:09:28,860 --> 00:09:37,180 So does this inform who you choose to report out and what questions you're asking or what 147 00:09:37,180 --> 00:09:40,140 you're having them share when they're reporting out? 148 00:09:40,140 --> 00:09:41,740 Exactly. 149 00:09:41,740 --> 00:09:47,340 Instead of having each group share where there's just a bunch of presentations that maybe aren't 150 00:09:47,340 --> 00:09:51,740 connected together, I identify who I want to share. 151 00:09:51,740 --> 00:09:55,700 And sometimes I'll lead them in a little bit and I'll say, I heard you talking about such 152 00:09:55,700 --> 00:09:56,700 and such. 153 00:09:56,700 --> 00:09:57,700 Can you tell me more about that? 154 00:09:57,700 --> 00:10:02,260 So I want them to know what part of their conversation I want them to share. 155 00:10:02,260 --> 00:10:07,220 And it also is a way that I can let everyone contribute and not just have one person share 156 00:10:07,220 --> 00:10:09,100 all the ideas. 157 00:10:09,100 --> 00:10:11,220 Sometimes then the discussion falls flat after that. 158 00:10:11,220 --> 00:10:16,700 If someone gives a clear cohesive description, no one really wants to follow that. 159 00:10:16,700 --> 00:10:22,580 So I do a little bit more orchestrating by kind of picking and choosing in a way that 160 00:10:22,580 --> 00:10:27,260 I think will allow everyone to contribute and build off of each other. 161 00:10:27,260 --> 00:10:30,500 Yeah, I really like that, especially for the reporting out strategy. 162 00:10:30,500 --> 00:10:36,140 That way, like you said, it's not just one group sharing one thing. 163 00:10:36,140 --> 00:10:43,180 It's ensuring that again, that selecting and sequencing as a way to ensure that everyone 164 00:10:43,180 --> 00:10:49,220 is participating, everyone has something to contribute in a meaningful way that builds 165 00:10:49,220 --> 00:10:50,460 that conversation. 166 00:10:50,460 --> 00:10:55,700 And it sounds like it's definitely more of a discussion than just a blanket sort of sharing 167 00:10:55,700 --> 00:10:57,580 of ideas. 168 00:10:57,580 --> 00:10:58,940 All right. 169 00:10:58,940 --> 00:11:01,940 And then connecting. 170 00:11:01,940 --> 00:11:07,500 So the last practice is connecting and it's happening as different folks are sharing out. 171 00:11:07,500 --> 00:11:12,040 The idea is that if we're building something together, we need to connect the ideas from 172 00:11:12,040 --> 00:11:14,220 one group to the next. 173 00:11:14,220 --> 00:11:18,500 And so that everything is kind of coming together. 174 00:11:18,500 --> 00:11:22,420 Ideally students are making those connections and they're referencing each other. 175 00:11:22,420 --> 00:11:27,340 They're saying something like similar to the previous group we found or maybe we thought 176 00:11:27,340 --> 00:11:29,100 about this differently. 177 00:11:29,100 --> 00:11:34,540 But I see the similarities and really trying to draw them to each other's ideas so that 178 00:11:34,540 --> 00:11:37,060 it really is this discussion. 179 00:11:37,060 --> 00:11:39,060 It's this back and forth of ideas. 180 00:11:39,060 --> 00:11:43,820 It can take a lot of work at first. 181 00:11:43,820 --> 00:11:48,680 Students often need support from the teacher to connect to the other groups rather than 182 00:11:48,680 --> 00:11:51,700 just prepare and share their ideas. 183 00:11:51,700 --> 00:11:54,660 Sometimes you need to lead them in a little bit or model that. 184 00:11:54,660 --> 00:11:57,700 You can also ask direct questions. 185 00:11:57,700 --> 00:12:02,580 How is this similar to what the previous group just shared to get them in the practice of 186 00:12:02,580 --> 00:12:04,060 connecting themselves? 187 00:12:04,060 --> 00:12:05,100 Yeah. 188 00:12:05,100 --> 00:12:06,780 And how would you model that? 189 00:12:06,780 --> 00:12:12,340 Because I think the direct questions I was thinking of, what are things that you do to 190 00:12:12,340 --> 00:12:18,700 help your students, like specific questions and things that you say to help model that 191 00:12:18,700 --> 00:12:19,700 connecting practice? 192 00:12:19,700 --> 00:12:20,700 Yeah. 193 00:12:20,700 --> 00:12:26,300 One thing I think is always great, you can always ask them to start by sharing what's 194 00:12:26,300 --> 00:12:30,020 similar or different from what the previous group shared. 195 00:12:30,020 --> 00:12:35,320 That directs their contribution a little bit and automatically forces them to connect to 196 00:12:35,320 --> 00:12:36,620 one of the previous groups. 197 00:12:36,620 --> 00:12:41,460 And it can just build a habit of always trying to notice similarities and differences, which 198 00:12:41,460 --> 00:12:43,420 can be really instructive. 199 00:12:43,420 --> 00:12:51,580 You can also just have some sentence starter lead-ins, similar to blank or we found something 200 00:12:51,580 --> 00:12:56,820 different contrasting to what the previous groups shared or building off of what so and 201 00:12:56,820 --> 00:12:58,060 so said. 202 00:12:58,060 --> 00:13:04,420 You can have those sentence starters up around the room, projected during the discussion 203 00:13:04,420 --> 00:13:05,980 on their tables. 204 00:13:05,980 --> 00:13:12,500 A variety of resources can help them use the language of connecting to other people so 205 00:13:12,500 --> 00:13:19,900 that their shareouts when they're reporting out, really focus around what everyone is 206 00:13:19,900 --> 00:13:24,100 saying, not just what they were preparing to share. 207 00:13:24,100 --> 00:13:25,100 Yeah. 208 00:13:25,100 --> 00:13:31,220 So, Andrew, just so you know, this is the first season that I am co-hosting the POGO 209 00:13:31,220 --> 00:13:32,220 podcast. 210 00:13:32,220 --> 00:13:35,980 And one of the things I said at the beginning of the season is I'm looking forward to learning 211 00:13:35,980 --> 00:13:36,980 new things. 212 00:13:36,980 --> 00:13:41,260 And I already feel that I've learned so much that I can't wait to take it back to my own 213 00:13:41,260 --> 00:13:44,500 classroom and utilize these things. 214 00:13:44,500 --> 00:13:48,860 So specifically, this is all fantastic. 215 00:13:48,860 --> 00:13:54,540 How do you connect these strategies, like specifically when you're doing POGO activities? 216 00:13:54,540 --> 00:13:59,940 I think these practices best connect to the concept invention questions within a POGO 217 00:13:59,940 --> 00:14:05,220 activity so teachers can really anticipate how students will phrase their responses, 218 00:14:05,220 --> 00:14:09,500 what connections they might make between the models and the key concepts that teachers 219 00:14:09,500 --> 00:14:12,740 are hoping that they discover and invent. 220 00:14:12,740 --> 00:14:16,640 When students are at that point in the activity, that's when teachers can really carefully 221 00:14:16,640 --> 00:14:23,500 monitor their responses, see what ideas, examples, resources students bring in each of the different 222 00:14:23,500 --> 00:14:28,220 groups and then focus on selecting and sequencing those ideas. 223 00:14:28,220 --> 00:14:33,540 So then the reporting out is more of a discussion to invent the concept a second time now as 224 00:14:33,540 --> 00:14:37,660 a whole class. 225 00:14:37,660 --> 00:14:39,300 I like that so much. 226 00:14:39,300 --> 00:14:48,620 And in thinking about just what you've said so far, I realized that I was doing a little 227 00:14:48,620 --> 00:14:54,540 bit of this already, but I think your language makes it so much clearer and gives much more 228 00:14:54,540 --> 00:14:56,540 of a purpose to that. 229 00:14:56,540 --> 00:15:01,260 Yeah, that's fantastic. 230 00:15:01,260 --> 00:15:02,260 What else? 231 00:15:02,260 --> 00:15:04,060 Anything else for POGO practice? 232 00:15:04,060 --> 00:15:11,780 Yeah, I think when you're doing these discussions, these reporting out, sometimes it can be really 233 00:15:11,780 --> 00:15:16,540 helpful to have a student record this class discussion. 234 00:15:16,540 --> 00:15:20,780 It's a lot to facilitate and focus on who I'm going to call on next and how I'm going 235 00:15:20,780 --> 00:15:24,700 to lead them in and how I'm going to help them connect to the other students. 236 00:15:24,700 --> 00:15:28,020 So it really helps take that off of the teacher. 237 00:15:28,020 --> 00:15:32,700 You can get that moment of pause and planning while someone's recording what another student 238 00:15:32,700 --> 00:15:34,660 just said. 239 00:15:34,660 --> 00:15:39,140 And to do this, you can cycle through groups and pick an icebreaker number to call on different 240 00:15:39,140 --> 00:15:41,100 students to come up and fill that role. 241 00:15:41,100 --> 00:15:45,140 And so if you haven't selected someone already, you can kind of bring the two practices together. 242 00:15:45,140 --> 00:15:48,540 That's something that I often do when I'm using these strategies. 243 00:15:48,540 --> 00:15:53,700 Yeah, and when you say record, are they monitoring on a whiteboard? 244 00:15:53,700 --> 00:15:55,300 Are they taking bullet points? 245 00:15:55,300 --> 00:15:57,140 How are they recording the discussion? 246 00:15:57,140 --> 00:15:59,340 Yeah, I'm a big fan of whiteboards. 247 00:15:59,340 --> 00:16:02,380 I have a lot of them in different sizes. 248 00:16:02,380 --> 00:16:08,020 Whiteboards on the walls, whiteboards that are about table-sized, individual whiteboards. 249 00:16:08,020 --> 00:16:12,940 So I'll usually then have someone come up to the front and record on a big whiteboard 250 00:16:12,940 --> 00:16:15,060 on the wall while we're doing this. 251 00:16:15,060 --> 00:16:21,020 And then individual groups might record some of those notes later on to capture them. 252 00:16:21,020 --> 00:16:22,580 Sometimes I'll have them type. 253 00:16:22,580 --> 00:16:26,340 I might project an empty slideshow slide and they'll type there. 254 00:16:26,340 --> 00:16:30,420 And then I have a resource I can bring out later and I can share with students easily 255 00:16:30,420 --> 00:16:32,220 that way. 256 00:16:32,220 --> 00:16:35,980 You can also, if you have a document camera, they can be writing on paper and that can 257 00:16:35,980 --> 00:16:37,940 be projected so everyone can see. 258 00:16:37,940 --> 00:16:44,960 So it's pretty adaptable to whatever resources you have and your style of recording information 259 00:16:44,960 --> 00:16:47,460 and what the tools that you use. 260 00:16:47,460 --> 00:16:50,500 I'm also a really big whiteboard fan. 261 00:16:50,500 --> 00:16:54,100 They're a great simple tool in the classroom. 262 00:16:54,100 --> 00:16:57,620 Anything else about using these with the POGO practice? 263 00:16:57,620 --> 00:17:03,140 I think it's just something that it makes your time really intentional when students 264 00:17:03,140 --> 00:17:04,660 are working. 265 00:17:04,660 --> 00:17:10,100 Sometimes in a good POGO activity, it's working well and the students are all working along 266 00:17:10,100 --> 00:17:11,700 and moving productively. 267 00:17:11,700 --> 00:17:15,820 And the teacher then doesn't seem to have a clear role. 268 00:17:15,820 --> 00:17:18,460 Sometimes you're not sure because you don't want to interrupt when they're having really 269 00:17:18,460 --> 00:17:19,500 good conversations. 270 00:17:19,500 --> 00:17:26,100 So the five practices can really help clarify the teacher's role and how to use your time 271 00:17:26,100 --> 00:17:30,620 while you're listening and what you're specifically listening for to make sure those reporting 272 00:17:30,620 --> 00:17:34,340 out sessions are especially productive. 273 00:17:34,340 --> 00:17:37,100 I love this all so much. 274 00:17:37,100 --> 00:17:47,700 So as this is very clear, I'm completely new to the icebreaker numbers and the five practices. 275 00:17:47,700 --> 00:17:53,720 So what are your tips for listeners who, like me, haven't used these before? 276 00:17:53,720 --> 00:17:57,940 How do we get started in implementing this in our classroom? 277 00:17:57,940 --> 00:18:01,980 Yeah, so you can start icebreakers with icebreaker numbers right away. 278 00:18:01,980 --> 00:18:05,740 It's really easy to find lists of icebreakers online and it might be a practice that you 279 00:18:05,740 --> 00:18:09,300 already have or at least do sometimes in your class. 280 00:18:09,300 --> 00:18:11,860 And then you just need a way for students to rank their responses. 281 00:18:11,860 --> 00:18:14,060 So I usually just have them alphabetize them. 282 00:18:14,060 --> 00:18:18,620 It's an easy thing that I don't have to plan something specific each time. 283 00:18:18,620 --> 00:18:23,300 If it's a question that's numerical, they can just rank them that way. 284 00:18:23,300 --> 00:18:28,140 Otherwise you can just find some way to get them to have a semi-random way of putting 285 00:18:28,140 --> 00:18:30,300 themselves in order. 286 00:18:30,300 --> 00:18:33,900 And then just cycle through the numbers to use them in any way that's convenient. 287 00:18:33,900 --> 00:18:37,340 You can maybe start with when you're doing small group stuff and you're checking in a 288 00:18:37,340 --> 00:18:42,300 group, just the questions you're going to ask, ask them in the order of those numbers 289 00:18:42,300 --> 00:18:45,860 and then maybe start with a different number first next time. 290 00:18:45,860 --> 00:18:49,940 That can be an easy way to get started and then just explore. 291 00:18:49,940 --> 00:18:55,800 And whenever you need a volunteer, just call out a number and you can use them that way 292 00:18:55,800 --> 00:19:02,860 to not have that pause of waiting for someone to volunteer when you're in class. 293 00:19:02,860 --> 00:19:04,160 Love it. 294 00:19:04,160 --> 00:19:05,160 And what about the five practices? 295 00:19:05,160 --> 00:19:07,900 Where do we start with that? 296 00:19:07,900 --> 00:19:13,500 For the five practices, I recommend getting the book and reading it with colleagues. 297 00:19:13,500 --> 00:19:14,500 It's a lot. 298 00:19:14,500 --> 00:19:17,820 There are a lot of great examples in the book, but it's a lot to all add into your practice 299 00:19:17,820 --> 00:19:18,820 at once. 300 00:19:18,820 --> 00:19:22,100 It helps having a learning community as you get started. 301 00:19:22,100 --> 00:19:28,100 I learned about them, but didn't start using them for a while until I had other colleagues 302 00:19:28,100 --> 00:19:31,500 that were also interested and we could plan together. 303 00:19:31,500 --> 00:19:33,780 And I'm not an expert at all of the five practices. 304 00:19:33,780 --> 00:19:38,340 I've just read the book and have worked really hard to use them and use them regularly. 305 00:19:38,340 --> 00:19:40,140 And so I'd say, don't be afraid of them. 306 00:19:40,140 --> 00:19:41,940 Just try to get started. 307 00:19:41,940 --> 00:19:47,820 Each practice is really, really helpful and altogether they're really, really powerful. 308 00:19:47,820 --> 00:19:50,420 It definitely sounds like that. 309 00:19:50,420 --> 00:19:54,980 Well, speaking of which, how did you come to start using these strategies? 310 00:19:54,980 --> 00:20:00,300 Because you kind of mentioned that when you got started, it took a little while. 311 00:20:00,300 --> 00:20:05,980 And when you had a community of other teachers to talk with about that, it helped you out. 312 00:20:05,980 --> 00:20:09,320 But how did you really start to use this in the first place? 313 00:20:09,320 --> 00:20:10,620 How did you find it? 314 00:20:10,620 --> 00:20:11,620 Yeah. 315 00:20:11,620 --> 00:20:17,020 I started using icebreakers when I started teaching on Zoom because I noticed a lot of 316 00:20:17,020 --> 00:20:20,180 students were hesitant to come off mute and talk with their group. 317 00:20:20,180 --> 00:20:24,140 Sometimes they'd be sharing in the chat, but you really don't get the back and forth discussion 318 00:20:24,140 --> 00:20:25,620 that way. 319 00:20:25,620 --> 00:20:29,980 And so the icebreakers was a way to just get them talking, get them to unmute, get them 320 00:20:29,980 --> 00:20:34,220 to start to get to know each other, start to build community each day. 321 00:20:34,220 --> 00:20:35,780 It's just something that's so important. 322 00:20:35,780 --> 00:20:41,720 And it's important in a physical classroom as well, but it became so apparent how important 323 00:20:41,720 --> 00:20:44,020 it was when I was teaching online. 324 00:20:44,020 --> 00:20:47,220 And then the numbers came in a little bit later. 325 00:20:47,220 --> 00:20:52,860 I noticed I was hearing a lot of the same voices when groups were reporting out. 326 00:20:52,860 --> 00:20:58,620 And it gave me a way to push other students to speak without cold calling them. 327 00:20:58,620 --> 00:21:02,940 And once I got it started, I just kept using them in different ways. 328 00:21:02,940 --> 00:21:07,900 And so it's something that's really built up kind of organically once I started using 329 00:21:07,900 --> 00:21:08,900 them. 330 00:21:08,900 --> 00:21:13,980 And so I try to get a larger range of participation in my class. 331 00:21:13,980 --> 00:21:15,700 Yeah, that sounds fantastic. 332 00:21:15,700 --> 00:21:17,820 Like I said, I asked a little icebreaker. 333 00:21:17,820 --> 00:21:19,380 I ask similar sort of questions. 334 00:21:19,380 --> 00:21:25,420 I have them on my paper, but I never thought of utilizing it with anything else. 335 00:21:25,420 --> 00:21:29,020 And my students already, they like to talk about it. 336 00:21:29,020 --> 00:21:30,900 They'll ask like favorite Halloween candy. 337 00:21:30,900 --> 00:21:34,420 And it does engender that discussion. 338 00:21:34,420 --> 00:21:37,340 But I love doing that purposefully like you're doing. 339 00:21:37,340 --> 00:21:39,020 And what about the five practices? 340 00:21:39,020 --> 00:21:40,220 How did you start with that? 341 00:21:40,220 --> 00:21:42,420 How do you define it out about that? 342 00:21:42,420 --> 00:21:46,820 Yeah, so I first learned about it through the NOLS Teacher Initiative. 343 00:21:46,820 --> 00:21:50,340 They gave us the book and we had some professional development sessions on it. 344 00:21:50,340 --> 00:21:54,700 And so I had a bit of a community to start with, which was great. 345 00:21:54,700 --> 00:21:58,500 But these were teachers from all around the country and they weren't at the school that 346 00:21:58,500 --> 00:21:59,500 I was at. 347 00:21:59,500 --> 00:22:04,380 So I started using them a little bit at first and found them to be useful, but they didn't 348 00:22:04,380 --> 00:22:06,020 show up into regular practice. 349 00:22:06,020 --> 00:22:07,620 It wasn't an everyday thing. 350 00:22:07,620 --> 00:22:13,620 Later, when I was working on a course with a colleague and we were co-planning together, 351 00:22:13,620 --> 00:22:14,740 we both used them. 352 00:22:14,740 --> 00:22:19,660 And so we built that into our planning and we're able to use them more regularly. 353 00:22:19,660 --> 00:22:24,100 I also found it a lot easier on Zoom. 354 00:22:24,100 --> 00:22:27,740 You have a different space, you have fewer distractions. 355 00:22:27,740 --> 00:22:35,060 And so it was very easy for me to monitor when students were interacting on Zoom and 356 00:22:35,060 --> 00:22:38,700 I could look at their work, I could hear them as they're responding. 357 00:22:38,700 --> 00:22:44,740 I could more easily look down and plan who I'm going to call on next while one person 358 00:22:44,740 --> 00:22:46,660 is sharing out. 359 00:22:46,660 --> 00:22:50,060 And so that helped me really find success and get a lot better at it. 360 00:22:50,060 --> 00:22:52,180 In a way, it was just a bit easier. 361 00:22:52,180 --> 00:22:59,340 And so I'm back in person now for all of my classes and I'm kind of re-figuring it out. 362 00:22:59,340 --> 00:23:02,580 It's harder and I need to do things a little bit differently. 363 00:23:02,580 --> 00:23:08,340 So I'm still working through that and trying to figure out what does it look like now in 364 00:23:08,340 --> 00:23:10,180 my classroom. 365 00:23:10,180 --> 00:23:20,140 I love hearing that good teaching techniques came out of Zoom, out of Zoom classes. 366 00:23:20,140 --> 00:23:21,700 There's a benefit to everything. 367 00:23:21,700 --> 00:23:28,420 I will also add that during our weird hybrid year for me, I came up with a new way of presenting 368 00:23:28,420 --> 00:23:30,980 my course, which I think was a huge improvement. 369 00:23:30,980 --> 00:23:37,020 So it's sometimes funny how the pandemic forces us to actually improve and get better and 370 00:23:37,020 --> 00:23:41,700 develop good solid practices. 371 00:23:41,700 --> 00:23:44,140 Thank you so much for sharing this, Andrew. 372 00:23:44,140 --> 00:23:45,980 This is incredible. 373 00:23:45,980 --> 00:23:50,500 I have learned so much over the course of this and I'm looking forward to taking this 374 00:23:50,500 --> 00:23:51,740 back to my own classroom. 375 00:23:51,740 --> 00:23:56,300 I'm going to get that book and read it and see if I can get my colleagues to read it 376 00:23:56,300 --> 00:23:58,020 too. 377 00:23:58,020 --> 00:24:04,820 Thank you everyone for listening and I'll hand it back to Wayne. 378 00:24:04,820 --> 00:24:05,820 Thank you, Siobhan. 379 00:24:05,820 --> 00:24:10,020 And thank you, Andrew, for those great tips on how to encourage meaningful student discussion 380 00:24:10,020 --> 00:24:11,700 in the Poggle classroom. 381 00:24:11,700 --> 00:24:14,680 At this point, we want to hear from you, our listeners. 382 00:24:14,680 --> 00:24:17,660 How do you encourage student conversation? 383 00:24:17,660 --> 00:24:21,460 Do you have similar methods to what Andrew has described or do you have other ways to 384 00:24:21,460 --> 00:24:23,220 get your students talking? 385 00:24:23,220 --> 00:24:29,260 Let us know by commenting on Facebook using hashtag the Poggle podcast to find this episode 386 00:24:29,260 --> 00:24:32,180 on the site and join the conversation. 387 00:24:32,180 --> 00:24:36,100 We will return in a couple of weeks with another episode of the Poggle podcast. 388 00:24:36,100 --> 00:24:53,940 Thanks for listening.