Idea Shuffle

Purpose

Students read for comprehension, write a short constructed response, and analyze peer responses.

Materials

• Question or prompt (short constructed response question, a Think It Up question, or an assessment item with the answer choices removed)
• Index cards

Instructions

1. Present the class with a question or prompt.
2. Students anonymously respond to the question on an index card.
3. Students participate in an Idea Shuffle:
   • Students stand up and mix around the room, trading cards at least 5 times.
   • Students carefully read the card they have.
   • Students evaluate the response by rating the card on the back:
     

     2 Excellent	answered the question asked AND provided a justified reason AND <5 writing mistakes
     1 Getting There	answered the question asked BUT did not provide a solid justification OR 5+ writing mistakes
     0 No Credit	did not answer the question that was asked

4. Repeat 3 rounds of Idea Shuffle so students read and rate 3 cards.
5. After the third round, ask students to add all 3 ratings to get the total points scored.
6. Students read 3-4 examples that scored 8-9 points so students see/hear good examples.
7. Observe students’ responses and clarify/verify as appropriate.

Extension Option

1. Present a second question or prompt.
2. Students get a second chance to write a quality response.
3. Students submit their responses as an exit ticket instead of trading, reading, and rating.

Classroom Management

• Model or role-play trading cards 5 times.
• Model or role-play how to read/rate the cards and provide examples that represent each score.

Differentiation

• Promote access by previewing the question with a supportive peer/adult.
• Provide response support by offering thinking stems to frame responses or allowing students to write responses with a supportive peer/adult.
• Provide response support by allowing students to dictate responses to a scribe and/or using a speech-to-text or word prediction support.

Think It Up!

• Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
  • Apply what you learned by rewriting your original response.
  • Write a new response that would score a 2. Justify how your response answered the question, provided a reason, and had fewer than 5 writing mistakes.
• Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.