Hand Up – Hand Over

Purpose

Students collaborate to coach each other as they all become experts on 4 different assessment items.

Materials

• Hand Up – Hand Over handout (or projected)
• Hand Up – Hand Over template (English/Spanish)
• Index cards (if handout is projected)

Instructions

1. Prepare the Hand Up – Hand Over handout with 4 different assessment questions.
2. Write 3 response stems on the board: analyze, justify, and predict.
3. Organize students into groups of 4. Number off 1-2-3-4 in each group.
4. Give each group a handout to cut apart (or 4 index cards if projecting the handout). Assign each student 1 of the questions.
5. Students huddle in each corner of the room (1s together, 2s together, 3s together, 4s together) to help each other answer the following prompts:
   • Analyze the visual: “If the visual could talk, it would tell us ______ (list 3-5 things).”
     RLA option: “If the genre could talk, it would tell us to look for ______ (list 3-5 things).”
   • Justify the correct answer: “The correct answer is ______ because ______.”
   • Predict a mistake to avoid: “Beware! Be careful not to ______.”

Round 1

1. Students put their hand up, holding up the finger(s) representing the question they analyzed, and find a partner who analyzed a different question.
2. Students coach each other on their questions: analyze, justify, predict.
3. After each student is an expert on both questions, students hand over their cards to their partner.

Round 2

1. Students put their hand up, holding up the finger(s) representing their new question, and find a partner who has a different question they have not yet analyzed.
2. Students coach each other on their new questions: analyze, justify, predict.
3. After each student is an expert on both questions, students hand over their cards to their partner.

Round 3

1. Students put their hand up, holding up the finger(s) representing their new question, and find a partner who has a different question they have not yet analyzed.
2. Students coach each other on their new questions: analyze, justify, predict. (Students have learned all 4 questions and have become an expert teacher/coach on 3.)

Observe students’ thinking and clarify/verify as appropriate.

Classroom Management

• Role-play the activity with a small group at the front of the class, demonstrating how each student will be a teacher/coach on their original question, trade cards, and become an expert on the other questions.

Differentiation

• Promote access by allowing students to preview the prompts or questions before the activity.
• Provide response support by allowing students to dictate their responses to a scribe or allow speech-to-text technology assistance.
• Provide response support by offering more detailed, written versions of the “analyze, justify, and predict” sentence stems.

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:
  • What connections can you make among the 4 questions?
  • Compare/Contrast 2 of the questions. How are they similar? How are they different?
• Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.