Class Cards and a document camera
(Video shown prior to a seminar)

I was at a charter middle school the other day to make a short presentation to the staff. As I was setting up, the principal came into the auditorium to remind me that, prior to my talk, one of the teachers was going to present a 15-minute video that showed some of my techniques being used in her math class. Apparently she had learned these strategies from both the Eight Great Ideas book and by hearing about them from another teacher.

I've got to admit, it was pretty cool watching a teacher using some of my ideas. After more than twenty years of presenting ideas, this was the first time I had actually seen my strategies being displayed on the big screen. It was a moment I won't soon forget.

Anyway, what really struck me was how she was using a set of Class Cards to call upon the students. It was a simple thing but a big thing.

As she drew a card, she would place it face up underneath the document camera so that the students could all see who was being called upon.

Blew me away.

You see, I'm not really doc-cam savvy. In fact, everyone at my school was given a document camera the year after I left. (Thank you very much.) Although I've used one every now and then during a talk, I never had the opportunity to live with one in a classroom. And living with something is one of the best ways to figure out how to really get the most out of it.

I'd like to think that I would have eventually figured out that placing cards under the camera would be a playful addition to all of the other ways I've learned to use a set of cards. The reality, though, was that I hadn't. Not even close. Consequently, the impact of seeing a new way to use cards coupled with the slap-my-forehead-why-didn't-I-think-of-that moment of chagrin was striking.

A new idea! And a great one! This is something I'll be able to share with other teachers whenever I'm talking about Class Cards. That just doesn't happen very often. Nonetheless, I'm always grateful when it does.

When the video was over I shared my enthusiasm and appreciation of her new idea. I also pointed out that the one change I would make would be to refrain from calling the name of the student whose card is being displayed. (That's what the teacher did.) There'd be no need for that. The fact that the card can clearly be seen by anyone would be enough.

I can just picture it. The teacher poses a question, pauses a moment, and then places a card face-up under the camera. Without any further prompting from the teacher, the student would know to offer a response which the teacher could acknowledge with a "Thanks." Another card is placed under the camera, another student responds, and another simple acknowledge is given. After a number of students had responded, the teacher could then share her own thoughts on the question that was asked and then move on the next question.

Oh, yeah.

Team points on a Post-it
(Video shown prior to a seminar)

At a certain point in the video, the students were working in teams of four to solve a few problems in preparation for state testing. While they were busy solving the problems, the teacher was "working the room."

In the center of each four-desk work area, there was a large Post-it with a number 5 written on it.

The Post-its purpose, we were told, was to indicate how well the team was working together. Any indication that things were breaking down or not moving along successfully meant that the Post-it score was crossed out an a "4" was written on it.

This is similar to the discipline program that is based on a color-coded pocket chart. Each student starts with a set of construction paper squares of different colors and has a square removed for inappropriate behavior. It's a bit of an Old School thing and is in serious need of a more effective replacement.

The Post-it score indicator is a great idea because it's both simple and effective.

Here's one quick thought: why not use a large die?

The die would represent the score as well as the Post-it but the numbers wouldn't need to be marked out and written over. A team would merely turn the die to show a new score. The die is also a bit more playful and having fun is one of the five basic student needs.

Concern
My one concern with the team score Post-it idea--which is the same concern I have with the color-coded pocket chart idea--is this: What score does each team start with? (I didn't ask at the time but will find out when I return to the school on Monday and report back here.)

If each team starts out on "5" yet "5" is the best you can do, then the only thing the teacher can do initially is ask a team to exchange the "5" for a "4" because of some cooperation issue. Granted, the team could be returned to "5" status by exhibiting better behavior later in the activity; nonetheless, the initial focus is negative.

But what if each team started with a "3" on the Post-it and was afforded the opportunity to work their way up to a "5" or even a "6" as a result of their hard work and focus? This, in my opinion, would be a much better way to go.

For one, the responsibility of earning a higher score would be shifted to the team of students. Without any kind of effort, the Post-it would stay a "3." If you want a higher score, you're going to have to exhibit some serious work.

Another advantage is the ability for the teacher to recognize and reward a team's effort from the very beginning of the activity, especially if the score topped out at "6." I'm picturing myself walking around the room after getting everyone started. It would be an almost non-stop "Score up, please," as I saw teams immediately engage in the task within the first few minutes of working the room. After that, I could slow the pace a bit and look to recognize real cooperation and focus.