Strategies
I always begin class with a Warm-Up activity. Sometimes it is general review to keep concepts fresh, and sometimes I use the activity to lead into a new lesson. I write the Warm-Up activity on the chalkboard. When students enter the classroom they are supposed to copy the questions, along with the date, into the proper section of their notebooks while I take attendance or deal with other issues. They should do their best to answer the questions themselves, but are allowed to consult with classmates in their groups, or nearby. I always review the Warm-Up questions, and I expect students to record the correct answers and reasoning in their notebooks.
While I vary seating arrangements from traditional rows to semicircular rows to pairs to groups, I typically have students seated in groups of 3-4 in the classroom. I arrange the groups so that at least one person can usually help the others. For problem-solving lessons like these, I would assign roles for the group members. One person would read the word problem aloud, another would restate the information given that they will need to use in a formula. The third person would restate the question that they are trying to answer. If there is a fourth member of the group, I would assign him/her the role of Time Manager to keep everyone on task, moving forward, and at the same place at the same time. For groups of 3, one member has to do "double-duty." I would also rotate the roles, either problem to problem, or partway through the class period.
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