Ice Warriors

Week of:  March 3 - March 7, 2014  

Theme:  “Ice Warriors” / Jigsaw Study Groups

 

     Date                Announcements            Greeting             Sharing                 Activity

Tuesday 3/4/14 a.m.	This week we watch “Ice Warriors” and practice Jigsaw Study Groups.		Review or Explain The Jigsaw Study Group Method	n/a
Tuesday p.m.	n/a		n/a	Study Group Assignments & Video
Wed 3/5/14	Grade-Level Meetings	n/a	n/a	n/a
Thursday 3/6/14	One-On-One Progress Meetings		n/a	n/a
Friday 3/7/14	“Ice Warriors” continue		Disussion	Jigsaw Breakouts

 

 

Tuesday -- p.m.

Activity: 

         Before you watch the video, assign students to study groups.

 

         Then give each student within each group an individual topic to take notes on                        during documentary.

 

         Topics within each group are as follows:    

                   1.) the benefits of sports and competition;

                   2.) overcoming personal obstacles;

                   3.) the value of teamwork; and

                   For bigger advisories:  4.) Emotional Toughness

 

         I know that advisory sizes vary greatly, so please adjust the number of sub-  topics for your needs.  The important thing is that each group has the same                    number of sub-topics. 

 

         Once each group has its sub-topics and have papers and pencils at the ready, & once each advisee understand that he or she is to take notes on example of his or her topic, show the PBS documentary:  “Ice Warriors:” http://video.pbs.org/video/2365185438/

 

         This documentary is 54 minutes long, so will begin today and resume Friday.  A good stopping point takes place at 34:06 if you can get that far.

 

 

 

Friday

 

Today we continue the video and upon it’s completion…

 

Follow the Jigsaw Method.  [Notes attached in case you’ve lost yours.]

 

“Ice Warriors” – Notes/Discussion topics

 

Defying expectations – in positive ways and negative ways (how do the hockey players do so; how do our advisees do so?)

 

The idea of sports as organized anger management, controlled aggression.  Does this hold true in our advisees’ experiences?  How so?  How not so?

 

The idea that everyone has a disability or limitation of some sort

 

The meaning of being a part of a team (in the documentary: on the team; in the military; in our middle school)

 

Heckling as camaraderie in sports – again: true to our students’ experiences?  girls? boys?

 

Teens taking risks (16:10) –  Does it just come with the territory? (Hint: the most recent neuroscience says it does]  Andy Yohe’s example is pretty extreme.  Do our kids relate with risk-taking?  What are positive, life-enhancing risks taken in the documentary?  In your advisees’ lives?

 

Feeling out of place (parallels in athletes’ lives and our students)

 

The idea that everyone will hit rock  bottom at some point in life (27:40); and that it’s okay, we come out stronger.

 

(30:00) The idea that it helps going through things together – healthy competition; support; pushing each other to excel

 

These guys take NOT COMPLAINING to a whole new level!!!!

 

(34:06) a good break point if time is short.  Also (36:40).

 

The idea stated of “working through and staying positive.”

 

What is the role (positive and/or negative) of rivalry, as it is portrayed in the documentary and in our advisees’ lives?

 

The value of hard work

 

Relevant quotes:  “You cannot find peace by avoiding life.”

 

“We either make ourselves miserable or we makes ourselves strong.  The amount of work is the same.” – Carlos Castenada

 

 

Jigsaw in 10 Easy Steps

 

The jigsaw classroom is very simple to use. If you're a teacher, just follow these steps:

 

1.  Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.


2.  Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.


3.  Divide the day's lesson into 5-6 segments. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin's death.


4.  Assign each student to learn one segment, making sure students have direct access only to their own segment.


5.  Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.


6.  Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. 


7.  Bring the students back into their jigsaw groups.


8.  Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.


9.  Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.


10.        At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.