Round+Robin


 * Round Robin**

Round robin is a strategy whereby students, in small groups, engage in a structured discussion that encourages each student, in turn, to contribute ideas and information. Round robin is used to provide information and reflection on books, stories, experiences, and understandings and to share that learning. It may be applied at the beginning of a project (to explore how to build something); during a process (to share responses to a class-read story); or at the end of an activity (to evaluate a group science activity). Round robin can be used to develop and suggest solutions to problems or challenges and to share interpretations or understandings of concepts and phenomena. Round robin requires students to prepare or rehearse a first contribution and to build on the preceding ideas or information in subsequent contributions, while maintaining a clear focus.
 * Description**

The teacher:
 * Method**
 * prepares round robin activities in order to provide opportunities and assistance for students;
 * provides resources, materials, or shared learning experiences as sources for discussion;
 * provides time to help students debrief and summarize the learning;
 * suggests next steps or application of the learning.

Round robin:
 * Considerations**
 * may intimidate some students by its formality;
 * may mean some students need special assistance in preparation;
 * requires careful guidance to ensure that purpose and meaning take precedence over rules;
 * may proceed from formal to more informal student exchange/interaction.


 * Illustrations From The Mathematics Classroom**


 * Elementary**
 * Each group of students receives a profile of an individual outlining lifestyle, food preferences, and health concerns. Taking turns, each individual in the group offers analysis of the food needs of the individual, building on the ideas of the previous speaker where possible. Groups then create a one-week menu that reflects the analysis.
 * [|"I have . . . Who has . . .?" Game]
 * []
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 * [[image:http://www.creativeteaching.com/images/Product/large/2202.jpg width="322" height="420"]] [[file:I Have, Who Has Math Kindergarten Sample Pages.pdf]]
 * [[image:http://www.creativeteaching.com/images/Product/large/2219.jpg width="324" height="420"]] [[file:I Have, Who Has Math Grades 1-2 Sample Pages.pdf]]
 * [[image:http://ecx.images-amazon.com/images/I/71RuKxiw1ML.gif]] [[file:I Have, Who Has Math Grades 3-4 Sample Pages.pdf]]
 * [[image:http://www.creativeteaching.com/images/Product/large/2209.jpg width="328" height="420"]] [[file:I Have, Who Has Math Grades 5-6 Sample Pages.pdf]]
 * [[file:I Have, Who Has Base Ten.pdf]]
 * [[file:I Have, Who Has Integer Addition and Subtraction.pdf]]
 * [[file:I Have, Who Has Square Numbers.pdf]]
 * [[file:I Have Who Has Fraction Addition and Subtraction.doc]][[file:I Have Who Has Fraction Addition and Subtraction.pdf]] (Grade 7)

> • M.J. Hobbs Senior Public School in Hapton, Ontario in the > Kawartha Pine Ridge District School Board in Ontario > • Grade 8 > • Mathematics – Proportion ||< **Key Elements** > • Cooperative Learning – Group problem solving with a focus on individual accountability – Each student recieved a different but essential piece of information that is required to solve the problem > • Differentiation by readiness - problems varied in complexity > • Use of manipulatives ||||< **Video** > @http://www.edugains.ca/resourcesDI/Flash/index.html?movieID=3 Note: On my computer, this movie played in Firefox but not in Safari. ||
 * Secondary**
 * Each group of students receives a profile of an individual outlining lifestyle, food preferences, and health concerns. Taking turns, each individual in the group offers analysis of the food needs of the individual, building on the ideas of the previous speaker where possible. Groups then create a one-week menu that reflects the analysis.
 * ===**www.edugains.ca**===
 * < **Context**
 * [|"I have . . . Who has . . .?" Game]
 * [[file:I Have, Who Has Exponent Laws.pdf]]