Are You Sure You Really Want In-Person Learning? Think Again.

By Cindy Shapiro

For the past two years, during the first week of school, I have had my students engage in a small-group activity. The activity involves each group of four students getting a set of ten different-colored blocks, with each student in the group receiving a different set of instructions or “rules” for the blocks on a notecard. My guidelines for the task are simple: 1) you will use the blocks to create a shape/pattern, per the rules on the cards, 2) you may each share your set of rules aloud as many times as you like but you may not read or see other group members’ cards, and 3) work together to solve the puzzle. I then put ten minutes on the timer, and they are off, working to solve the puzzle together. During this time, students take the blocks out of the zip-top baggie, spread them out between them, and lean in, taking turns reading and repeating their individual rules as they work together. It’s a beautiful sight. I circulate the room, checking in with each group to ask them questions about their methods for solving. I kneel down to see the shape taking place, and answer questions with questions meant to guide them, without giving away the answers. When the timer rings, I ask students how it is going so far — what is making this task easier for them — what seems to be working? A few groups inevitably share how when they are truly working together, taking turns…