Assigning students particular roles can be an effective way to organize groups and simulate job site communication.  Assigning a ‘foreman’ for groups in an agriculture education classroom helps to distribute responsibility among group members and ensures accountability for all students’ participation. As students practice assuming greater responsibility, they can develop new skills. Designed by Donald Fowler.

In this activity students consider different viewpoints on whether former slaves should be given land at the end of the Civil War. Students read one of five primary sources and summarize the author's viewpoint. This activity makes a good introduction to a unit on Reconstruction or to sum up a unit on the Civil War. This activity was designed to help students with language processing challenges synthesize historical documents.

Instructional expert Jim Knight visits John Cusick to observe a small groups project and discuss the classroom management techniques he is using. John and Jim discuss structured lessons, giving students respect, and finding the key to unlocking their love of learning.

This module introduces students to the basic science of climate change, as well as the concepts of vulnerability and adaptation in the context of climate change in different regions of the world.

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In this activity students read letters from ordinary people to government leaders in the Roosevelt Administration. Then they interpret the range of attitudes about the changing role of the federal government during the New Deal. The letters for this activity all contain reading supports and teachers can differentiate this activity for different levels of learners by choosing which letters to use in the activity.

A rubric in student language used by middle and high school students to assess how well they accomplish a group task that meets high standards of quality.

In this activity, students read two primary documents from the early 1800s: a journal entry from the Lewis and Clark expedition and a Lakota Indian "winter count" calendar. Using an analysis worksheet, students identify key ideas and details from the documents, while also examining the craft and structure of each document. They draw upon both the content and form of the documents to make inferences about the respective cultures of Euro-Americans and Native Americans in the early 1800s.

This is a first year college composition lesson for a unit on persuasive writing that discusses claims, reasons, and evidence. Before this lesson, we would have already discussed what claims, reasons, and evidence are and how they work in persuasive writing. This is a group work activity. Students will need to be placed into manageable groups of 3-4, so they can comfortably discuss and confer with one another. 

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

I use this for group discussion in both online and in-class formats. It is intended to allow students to explore the meaning of the text concerning themselves and engage in meaningful discussion with peers. 

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.

The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.