As you may know, I’m very much into the good karma that comes with sharing resources. Feel free to take and enjoy a few of my favourites below! For more, why not look me up on TES.com under the author name, skillswithfrills.
This is a teamwork observer sheet to use to promote effective group work. One team member is assigned the role of observer and they basically make a secret tally of the positives and negatives that they see throughout the task. Sometimes I make this really clear, though groups are not allowed to ask about what is being written down; at other times, I ask students to move around the room secretly. If we have time and I feel like the observers can handle it, we’ll feedback in mini-plenaries, reflecting on our teamwork skills. Occasionally, you will be faced with a child whom, for whatever reason, isn’t ready to be an effective team member just yet – I find that giving these children a job like this, allows them to feel like part of the teamwork, without actually getting into the nitty gritty.
Good teamwork is about structure. It’s about every student in the team being able to contribute, and knowing that they play an important role within their group. I find it really helps to give students Team Roles explanations, so that they have a really clear idea of their job role before the teamwork starts. You can alter this and make it really specific to the actual project that they’re working on. You can give students a minute to decide on their roles – it’s a good idea to watch closely, adding team points on the board for groups who listened to each other, shared our roles and even, dare I say, compromised – or you can choose roles for students, based on ability/needs. Students might stay in these roles throughout the project, or you might decide to swap roles at intervals throughout the lesson or unit.
I suggest copying, laminating and cutting up these slow-writing-cards, allowing your SEND students to choose one card for each sentence they write. I’ve found this massively helpful in giving low ability and SEND writers a structure to follow as they write. In this way, students can spend their time generating ideas, and then combine this with the writing skill that they have selected.
For something a little more specific and quirky, I now turn to Mr. Bean. Don’t ask me why, but I’ve always had roaring success with these clips and activities. Children just seem to delight in watching and learning about Mr. Bean’s shenanigans. As part of a slow-writing unit, I ask students to watch Mr. Bean, running late to the dentist on YouTube. Following discussion, we then sort the events into order, using these cut and stick ordering cards – this helps them to retain a memory of events, so that there’s more mental space to focus on the write-up. Finally, I give them a slow-writing frame, along with a model based on the first half of the clip. Their task is to write the narrative which accompanies the second half of the clip.