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Weekly Tribes – Some new TLE’s

Check out these two TLE’s (Tribes Learning Experiences) submitted by students in the most recent BOC (Basic Online Course). They are brilliantly simple, modeling how teaching with the Tribes process is easily integrated, not something extra to do.

Number Sense with Barnyard Babble (for K – 1 – 2)
This comes from Julia, a student in the Basic Online Course (BOC)

1. PROVIDE FOR INCLUSION:
A You Question, Energizer, or Linking Strategy
– Barnyard Babble

2. IDENTIFY THE OBJECTIVES: Content Objective: To compare size of numbers.

Collaborative Objective: Making Responsible Decisions, Participating fully, solving problems creatively, celebrating achievement.

Social skills: Listening Attentively, No put-downs, Mutual respect.

3. IDENTIFY THE STRATEGY(IES):
Through the energizer Barnyard Babble students will get into groups based on their animal card. Once in their groups, the class will compare the number of students in each group and create math sentences using the academic words: more, less, equal.
Before beginning Barnyard Babble, students will reflect on the agreements and explain what agreements will be important for the activity, why and how they will follow the agreements.

4. ASK REFLECTION QUESTIONS BASED ON THE OBJECTIVES:
Content: Which animal group as more students? Which animal group has less students than another group? Which animal groups have an equal number of students?

Collaborative:
– What did you do when you someone couldn’t find their animal group?
– How did you find your group?

Personal:
– How do you feel you helped your group find each other?

5. PROVIDE AN OPPORTUNITY FOR APPRECIATION:
– Turn to your group members and share with them: “It was helpful when ____.

JOY
This comes from Robert, a student in the Basic Online Course, and school psychologist:

CURRICULUM TOPIC, THEME, OR CONTENT:
Positive psychology. An introduction into the different ways people can define and pursue happiness.
IDENTIFY THE OBJECTIVES:
Content Objective: Students will gain an understanding of how happiness can be experienced in different ways.
Collaborative Objective: Students will practice attentive listening, expressing appreciation, and accepting diversity of opinions (especially from various cultural backgrounds).
Personal Objective: Students will reflect on how differing definitions of happiness affect their own understanding of the concept.
AUTHENTIC ASSESSMENT:
(Determine what and how the objectives or benchmarks will be achieved by the group and/or by the individual students)
1. Participation in activity
2. Verbal reflection
3. Journaling about the personal knowledge that they gained.
PROVIDE FOR INCLUSION:
A YOU question: Happiness can mean different things to different people. What does happiness mean to YOU? What does it feel like to YOU?
LEARNING COMPONENTS:
Group Development Process
Constructivism
Reflective Practice
Authentic Assessment
IDENTIFY THE STRATEGY(IES):
Use JOY strategy.
J – something that Just happened (today or in the last few days) that made you feel happy
O – One thing you can do this week that will increase your happiness
Y – why do YOU deserve to be happy
ASK REFLECTION QUESTIONS BASED ON THE OBJECTIVES:
Content: What did you learn about the differences in how people define and pursue happiness?
Collaborative: What the room look like and sound like? Was it consistent with attentive listening? Did you feel that your ideas were listened to and respected?
Personal: What did you discover about things that you can do to increase your happiness? Did you learn things from others that you can apply to your life?
PROVIDE AN OPPORTUNITY FOR APPRECIATION:
“It was helpful when …….”
“I liked it when you ………….”

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