Ensure All Voices Are Heard - EPI's Launch Your Classroom!
Summary
TLDRThe video script discusses strategies to enhance self-regulation in students, particularly within collaborative groups. It emphasizes the importance of the prefrontal lobes in executive function and suggests concrete classroom protocols to ensure all voices are heard. Techniques such as using 'little mouths and ears' icons to remind students to listen and 'chips' to regulate speaking turns are introduced. These methods are aimed at fostering equal participation and teaching students self-regulation skills, which are crucial for successful group collaboration.
Takeaways
- 🧠 Self-regulation is a crucial skill for students to develop, particularly in the context of collaborative group work.
- 📚 The prefrontal lobes are responsible for executive functions, including self-regulation, which is essential for task initiation, maintenance, and completion.
- 🔮 Teachers often wish they could magically enhance students' self-regulation abilities, as it is a significant challenge in teaching.
- 🗣️ Ensuring that all group members have a voice is a common protocol in collaborative settings, which helps in developing self-regulation.
- 👂 Creating 'little ears' and 'little mouths' can be a tactile way to remind students when they should be listening or speaking.
- 🎲 Using tokens like chips or checkers can help manage speaking turns and ensure that all students have an equal opportunity to contribute.
- 💬 If a student has used up their speaking tokens but has something important to add, they can ask the group for an additional speaking opportunity.
- 👥 Group norms should be followed to ensure that all voices are heard, but there should also be flexibility to accommodate valuable contributions.
- 🧩 Using concrete protocols can help students who may not fully understand the concept of self-regulation to take turns speaking and listening.
- 🏫 These strategies can be particularly useful in lower grades, where students are still developing their self-regulation and collaborative skills.
Q & A
What is the main focus of the transcript regarding group dynamics?
-The transcript focuses on the importance of self-regulation in collaborative groups, particularly in educational settings, and how to help students develop this skill.
Why is self-regulation important for students in a group setting?
-Self-regulation is crucial for students to stay on task, begin tasks, and complete them effectively, which are behaviors necessary for successful collaboration.
What part of the brain is associated with self-regulation and executive function?
-The prefrontal lobes are associated with self-regulation and executive function, which are key for initiating and managing tasks.
What is the 'magic wand' metaphor referring to in the transcript?
-The 'magic wand' metaphor refers to the hypothetical ability to instantly activate students' prefrontal lobes to enhance their self-regulation and task management skills.
What are some of the challenges teachers face regarding student self-regulation?
-Teachers face challenges when students struggle to self-regulate, either independently or within groups, which can hinder effective collaboration and learning.
What is one concrete protocol suggested in the transcript for ensuring all voices are heard in a group?
-One protocol suggested is using 'little mouths and ears' icons, where students hold their ear when listening and their mouth when speaking, to visually remind them of their roles.
How can the use of 'little chips' or checkers help in a classroom setting?
-The use of 'little chips' or checkers can help ensure that each student has an equal opportunity to speak by limiting their speaking turns and encouraging them to listen to others.
What is the purpose of having students 'ante up' with chips when they want to speak?
-The purpose is to create a fair system where each student has a limited number of speaking opportunities, promoting the idea that all voices should be heard and respected.
How can a student solicit additional speaking time if they have used up their chips?
-A student can ask the group for permission to speak again, demonstrating the importance of group consensus and the opportunity for negotiation within the group dynamics.
What is the significance of using concrete protocols in teaching self-regulation?
-Using concrete protocols helps students understand and practice self-regulation in a tangible way, which can lead to the development of these skills over time through repeated practice.
How does the transcript suggest teachers can augment students' lack of self-regulation while also helping them acquire it?
-Teachers can use specific classroom activities and protocols that activate neural activity in the prefrontal lobes, such as taking turns speaking and listening, which can help students develop self-regulation skills.
Outlines
🤔 Enhancing Self-Regulation in Group Work
This paragraph discusses the importance of self-regulation in collaborative group settings, particularly for students. It emphasizes the role of the prefrontal lobes in executive functions and self-regulation, which are crucial for initiating, maintaining, and completing tasks. The speaker highlights the challenges teachers face when students struggle with self-regulation and suggests that by engaging students in activities that require them to follow protocols, we can activate and strengthen the neural pathways associated with self-regulation in their prefrontal lobes. The paragraph also introduces the idea of using concrete protocols in classrooms to ensure that all students have an opportunity to speak and be heard, which is a key aspect of self-regulation and collaborative learning.
Mindmap
Keywords
💡Protocols
💡Self-regulation
💡Executive function
💡Collaborative group
💡Prefrontal lobes
💡Augmenting self-regulation
💡All voices are heard
💡Turns speaking and listening
💡Neural activity
💡Concrete protocols
Highlights
Importance of self-regulation in collaborative groups
Self-regulation is linked to executive function in the prefrontal lobes
Teaching challenge of students' lack of self-regulation
Augmenting self-regulation by activating neural activity in prefrontal lobes
Norm of ensuring all voices are heard in a group
Problem of one person dominating the conversation in groups
Using concrete protocols to teach self-regulation
Creating 'little mouths and ears' to symbolize listening and speaking
Using chips or tokens to manage speaking opportunities
Ensuring all chips are used by the end of the discussion
Maturity of the group in managing speaking opportunities
Allowing a member to solicit for additional speaking time
Teaching norms through concrete methods for better understanding
The role of group dynamics in fostering self-regulation
Incorporating visual aids to remind students of their roles
Strategies for equal participation in group discussions
Transcripts
now what are protocols that cooperative
groups can use to help them stay on task
right because more we can share those
with our students the more we'll get
their behaviors that we want to be a
part of a collaborative group requires
self-regulation right I have to be able
to be in a task stay on task and
complete the task that's all right here
in my prefrontal lobes that's where my
executive function lives and that's what
that's where my self-regulation lives
beginning tasks staying on task ending
tasks as I just said I don't have to
tell you that if they're if you could
wave a magic wand in front of your
students prefrontal lobes and get that
activated you would not hesitate to do
that this is the bane of teaching right
the ability for students not to
self-regulate whether it's independently
or in groups so what are ways that we
can augment this lack of self-regulation
but while augmenting it help the
students acquire it because anytime we
have students follow something that that
is activating the neural activity here
and our prefrontal lobes we're actually
creating that again brain surgeons not
getting your hands dirty you're doing it
with paper and pencil but you're
increasing neural activity there so one
of the norms that most groups have is
that all voices are heard right that we
take turns speaking and listening and
you know even in your own groups of
adults that oftentimes one person will
hijack the talking while everyone else
remains quiet right that all voices
don't get to be heard so what are some
concrete protocols that we can use in
our classrooms for the lower grades you
can actually make little mouths and
little ears and
someone is speaking the students hold
their ear because that reminds them that
they're listening right now and the
person speaking holds their mouth and
then when somebody else wants to speak
they pick up their mouth icon and
everyone else picks up their ear I
conned you know their little pieces of
paper that here's the one it that's the
icon and then that they know they're
supposed to be listening another way is
to have little chips checkers anything
like that that you want to use and
everyone gets let's say for chips you
have to ante up every time you have
something to say if you're at a chips
you're out of speaking opportunities and
everyone needs to make sure that all
their chips are in by the end of the
discussion that's a way that we can make
sure all voices are heard and it's in a
more equal way now depending on the
maturity of the group let's say that
Nayeem has used up all his chips but he
really has something to offer that's
important to the group he can solicit
the group group I do have one more thing
I want to say would it be ok if I had
one more opportunity to speak and the
group normally would say go ahead you
know you can speak you may get called
over at that port to intervene but it's
teaching that all voices are heard
that's the way we follow our norms but
we do it in a very concrete way because
some students don't have that full
understanding of the self-regulation to
take those turns speaking and listening
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