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Copy of Tribes TLC

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Tanya Vieira

on 4 September 2012

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Transcript of Copy of Tribes TLC

Why Tribes? "The basic 3 Rs, Reading, 'Riting, and 'Rithmetic, may
have been sufficient for an age gone by, but our entry
into a high tech/ high touch age requires the addition
of 3 social Rs, Relatedness, Respect, and Responsibility." So much of life is committees and teamwork,
but we almost never think about learning how to
work in a group... Imagine what we could accomplish
if all of our classrooms functioned
around TEAM WORK... FOCUS ON THE STUDENTS... "All policies, structures, decisions,
curriculums,and pedagogies depend
upon the response to one question:
'How and to what extent will this
support the learning and developmental
needs of these students?'" Benefits of Cooperation More than 600 studies show the benefits of
cooperative learning:
Higher academic achievement
Creative thinking skills
Social competency
Motivation
Social support
Psychological health
Self esteem
Positive peer relationships
Awareness of how to function in a group Tribes and Creativity: Tribes transfers responsibility
to students. Some teachers worry
that this will lead to a less organized
classroom and give students too much
freedom, leading to discipline problems. But students who feel welcomed, acknowledged,
and supported are much less likely to act out in class
because they are ALREADY GETTING THE
ATTENTION THEY CRAVE in a far more positive
manner. Does the Tribes philosophy mesh
with our goal to nurture a creative
environment? What is Tribes? Tribes is a new way of learning and interacting Tribes is based on the idea that students can't
learn if they aren't in a caring, safe environment. Tribes allows students to take responsibility for their
own education. What's wrong with the old way of doing things? To a more group centered approach where teachers have less control but students learn more and participate more actively! At first Tribes might seem louder and more chaotic than teachers are used to -- but over time, learning communities DECREASE discipline problems because EVERYONE is involved! Statistics back it up: students just aren't learning what they need to know.
Teachers are teaching, but... ...are the kids really
paying attention? ...are they learning new and
more creative ways to solve problems? ...are they developing
the moral integrity we
hope for? ...or, are they churning
out random answers
on tests designed to
regurgitate information? Tribes marks a shift from the old paradigm of isolated, individual,
organized learning... There are many group building activities
in the Tribes book, and lots of them have
academic applications, too.

After all, there is a right way to build teams... ...and, there's a wrong way. Tribes replaces long lists of
classroom rules (teacher
created and enforced) with
4-5 agreements. Although
the teacher generally knows
the agreements in advance, it's
important to let the students
brainstorm what they need to feel
safe and trusting in a group. Once they have done this, it's not hard to
condense their list to the four tribes agreements (and, at times, one other
if the class feels they need one). Agreements VS Rules MUTUAL RESPECT includes concepts like... no gossip respecting everyone regardless of
race, gender, etc. respecting property
and privacy respecting each person's individual gifts and talents reflecting feelings (you sound angry) ATTENTIVE LISTENING means... indicating listening (nodding, etc.) attending (giving attention) paraphrasing These are skills students must learn! using "I messages" to explain
how a statement is hurtful making it clear that it's not okay
to put yourself down, either! APPRECIATION means... teaching the kids to recognize
and stop put-downs frequently inviting appreciation students do NOT have the right to pass
on things like tests and homework -- just
in group situations. count on group members to draw people who
often pass into a working role accept that watching and listening
is an okay form of participation The right to pass is also the right to participate! Why The Right to Pass?? Think of it in terms of the "Just Say NO" to drugs movement. "...The teen years are a bit late to begin
learning refusal skills. By this time, admonishing kids to just say "No" is somewhat simplistic. They need
to be able to assert their right to pass throughout all their developmental years. To be "me" and
know that "I" do not have to go along with the crowd is an essential resiliency strength
for life." (p. 89)

Students need to feel safe and secure in order to learn. Passing on school work is
obviously not okay, but students need the freedom to pass in peer-led interactions
and personal sharing times. Practical Terms: How to Use Tribes Obviously, students don't walk into a classroom ready for
Tribes. That means the first several weeks of class are spent
in building community, practicing the agreements, and
transfering responsibility to your students. Beginning each day with a community
circle and a short sharing time, using
Tribes strategies, etc. Help students create lists of what each agreement looks like,
sounds like, and feels like. Then, ask students to look for these
"spotlight behaviors" throughout the day. Using group work, teaching I-messages,
and giving students lots of group work
experiences will help with this aspect. Using Tribes Overcoming Problems Not everything works out quite
how we expect it will. ...and sometimes, we need
to do some creative conflict
resolution and problem
solving. Group Roles Group Roles help keep group work on track! Depending on
students' age, group roles might include:

Facilitator: Gets started, clarifies directions, checks with the teacher

Recorder: Records group work

Reporter: Shares the group findings with the class

Encourager: Encourages participation and cheers people on

Checker: Gathers materials, checks to make sure answers make sense

Time Keeper: Watches the clock, warns the group when time is running
short Often teachers worry that if they move to
learning groups, students will go crazy. The
key here is to give students ownership of
the groups and classroom "rules". Traditional "rules" (things like "raise your hand
before you speak") come out of the agreements.
If everyone is listening attentively and respecting
each other, no one will interrupt! Some Ways to Solve Conflicts The Time Out Reflection Cycle LOOK LISTEN DESCRIBE DECIDE (p. 109) Using I-Messages What's the Difference? I Messages You Messages State the speaker's
own feelings


Describe the behavior
or situation without
passing judgement Hold another person
responsible for the speaker's
feelings

Blame, make judgements, and
put others down EX: Kim, I feel frustrated
when a catcher isn't paying
attention. EX: Kim, you dummy, you
ruined my chance to be the
pitcher! How Tribes Can 1. The Open Question How Students Learn "The human brain seeks out
and catalogues patterns,
linking new information to prior
knowledge and experiences. More-
over, learning is accelerated when
this happens. It becomes obvious
that if we want students to learn
new content, we need to connect it
to previous experiences at the introduction
of a lesson." (p. 154) The YOU Question We can evoke a more personal and creative
response from students by opning with a YOU
question. For example, a lesson about the Gold
Rush could begin with:

Have YOU ever dreamed of finding a lost treasure?
What was it?

If YOU found a priceless treasure, what would YOU do?

If YOU had to work outside in a remote place for a long
time, what would YOU take with you to survive? Students should share their responses in tribes, pairs, or
triads, rather than as a whole class (if only in the interest of
time!). You can also turn them into journaling activities or
have students respond through art or drama. The Ideal YOU Question... directly addresses the student

is relevant to personal experiences,
interests, feelings, or knowledge

evokes interest, opinions, and energy

appeals to imagination and creativity

is shared prior to a lesson's content We can continue to appeal to
creativity by asking OPEN questions. CLOSED QUESTIONS During a lesson... OPEN QUESTIONS Ask for yes or no
answers. Invite more creative
answers. Did you... How did you...
Would you... Why would that...
Can you.... Tell me how... A Few Examples of Open Questions: What's different about each
of the 3 little pigs? Which character from
Tuck Everlasting would
you want as your friend? What information in
the article supports
your choice? Some Simple Strategies
For Extending Creative
Thinking Creativity takes more time than reguritation.
Allow at least 3 seconds of thinking time after
a question.



Allow individual time, then discussion with a
partner, before opening up for class debate.



Why? Do you agree? Tell me more. Give an example.



Respond to student opinions in a non eevaluative fashion Sally, could you please summarize
John's point?



Use thumbs up or thumbs down to see
how many agree with the author's point
of view



Jason, will you please call on someone else
to respond?



Encourage creative thinking by having students
defend their reasoning against opposing points
of view (p. 156) Think out loud and describe how they arrived
at a given answer.



Try to avoid only those with raised hands!



Tell students in advance that there isn't one correct
answer to this question, and advise them to consider
many responses. "The activity alone is not enough! This phrase is the key
to moving beyond just using small-group strategies and
expecting them to make a difference in student learning.
Cooperative learning strategies need to be followed with
reflection (or process) questions so that students can focus
on the interaction or learning that has happened." (p. 93) Reflection questions can double the retention
of the facts and concepts learned in an
academic lesson. Creative Thinking and Artistic
Team Building Activites from the
Tribes Book All of this fits in with the process of creativity,
which also holds reflection as a critical part of
the creative learning process. Three Types of Reflection Questions focus on the content of the lesson and
thinking skills used to work with the content

Content consists of facts, concepts, information Content/ Thinking Collaborative/Social focus on the interactions within the group

Thinking about the collaborative skills used focus on individual learning and feelings Personal Learning Each activity in the Tribes book has sample reflection questions from
all 3 categories, but here are some examples from a kindergarten class
that has been preparing fruit salad together: CONTENT/
THINKING: Which fruits did you put in your salad?
What did you have to do to get the fruit ready for the salad? COLLABORATIVE: What did your Tribe do when some people decided to eat the
cherries instead of putting them in the salad? PERSONAL: What did you learn from this activity?
What did you like about doing this activity? Abstract Painting of Feelings p. 208
Building a Time Machine p. 219
Bumper Sticker p. 220
Gallery Walks p. 254
Live Wire p. 272
Look At Me p. 272 VISUAL Here are a few of the many activities in the Tribes
book to get you started in creative and artistic thinking! DRAMA/
DANCE Celebrity Sign In p. 223
Creative Storytelling p. 233
Now I Am p. 290
One Minute History p. 294
Pantomime p. 301 CREATIVE
THOUGHT IN
ACADEMICS Brainstorming p. 218
Chain Reaction p. 224
Find the Word p. 242
Five E's p. 244
Group Inquiry p. 259
Open Forum p. 295
Space Pioneers p. 339 MUSIC My Favorite People and Things p. 282
Milling to Music p. 279
Singing the Blues p. 333 1. Practice "Wait Time": 2. Use Think/Pair/Share: 3. Ask Follow-Ups 5. Ask For Summaries 4. Withold Judgement 6. Survey the Class 7. Allow Students to Call on Each Other 8. Play Devil's Advocate 9. Ask Students to Unpack their Thinking 10. Call on Students Randomly 11. Cue Student Responses
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