STRATEGY FOCUS
Give One-Get One
PURPOSE
Give One-Get One is a strategy wherein students actively share information with each other. Students receive a question or prompt to which they respond in writing. The prompt could ask them to come up with ideas about a new topic, review the key concepts learned in a unit, or locate evidence directly from a text. Then, students share their thinking with multiple partners while also actively listening to the ideas of other students and writing those down. Through this structured process, students can test out, revise, and improve their initial ideas.
PROCESS
- Have students divide a sheet of paper into two columns and label the left side “Give One” and the right side “Get One.”
- Provide a prompt or ask a question. Students generate a specified minimum number of responses in the “Give One” column. They can write more than the minimum number of responses, and if they do, direct them to identify the most important or appropriate ones to start the activity with.
- Direct students to find a partner according to an established process (i.e., Clock Partners, Lock Partners). Have students identify Partner A and Partner B. Partner A shares first, while Partner B listens and adds new information to the “Get One” column.
- After a set amount of time, tell students to switch roles so that Partner B shares responses while Partner A listens for and records a new idea.
- Instruct students to find a new partner and repeat the process, continuing to listen for and record new ideas.
PROBING QUESTIONS
CONSIDERATIONS
- How did this process change your thinking about the question?
- Did you do an effective job communicating your ideas to others? If so, how do you know? If not, what could you do differently?
- After hearing the new ideas of your GOGO partners, were you more confident in your original response or did you see things from a new perspective?
- After completing the process, students could engage in additional Writing to Learn by summarizing their new learning or responding to some of their classmates’ ideas as an Exit Slip for the lesson.
- As the teacher circulates during the activity, it may be helpful to stop and give feedback to students on the process or to address misconceptions.
- Students can create their own template to use for Give One, Get One, or the teacher can provide an organizer.
SCAFFOLDS
General Scaffolds
- Use the Gradual Release model (I do/you watch, I do/you help, you do/I help, you do/I watch to provide scaffolding for students.
- Provide a graphic organizer for students to use, and as they become more skilled in using the strategy, transition them to creating their own template.
- Model how to write a response. Have students practice the strategy with accessible content first.
- Provide examples of what student responses might look like.
- Encourage and allow students to access and use vocabulary resources and tools such as anchor charts, word walls, word bank, and personal dictionaries.
- Provide students with sufficient time to think and write.
- Provide opportunities for students to respond in a variety of ways (e.g., pictures, text, mix of English and home language, etc.)
- Use the Gradual Release model (I do/you watch, I do/you help, you do/I help, you do/I watch to provide scaffolding for students.
- Create a list of question starters for students to use until they can create questions on their own.
- Model an example of what questions and responses might look/sound like prior to asking students to engage in strategy.
- Give students opportunities to practice paraphrasing before using this strategy.
- Provide additional wait time for students to process, think, write, read.
- Provide sentence stems and frames to help students engage in Academic Dialogue with their peers. Examples:
- What if…
- I think I heard you say…
- What does ___ make you think of?
- I agree/disagree with you because…
- Others may say that, but one could argue…
Scaffolds for Multilingual Learners
Entering/Emerging:
- Allow students to access and use vocabulary resources in order to recount, argue, and explain.
- Model how to write a variety of responses.
- Provide examples of what students’ responses might look like
- Allow students to respond in a variety of ways (e.g., pictures, text, mix of English and home language, etc.)
- Provide sentence stems/frames and graphic organizers
- Provide visual support (e.g., posters, photographs) for students to name and briefly describe objects, people, or places.
- Provide sentence stems and frames for stating main ideas and/or restating details of content-related topics, as well as connecting ideas to one’s experiences (in home language and English).
- Provide time for students to think and create an oral response (in home language and English).
- Model appropriate nonverbal behaviors to show engagement and listening.
Developing/Expanding:
- Model how to write a variety of responses.
- Provide examples of information presented objectively with a neutral tone.
- Provide graphic organizers to help students with organization.
- Model how to summarize evidence and evaluate and challenge evidence presented in an argument.
- Provide examples of transitions to help students connect ideas.
- Model examples of paraphrases and summaries that are presented orally.
- Provide sentence stems and frames for questions.
- Provide frequent opportunities for students to participate in both structured and less structured dialogue.
- Provide examples of clarifying questions that students might ask.
- Model how to generate new questions to maintain conversations.
Bridging/Reaching:
- Provide examples of students’ responses.
- Model how to write a concluding statement that follows from and supports the information presented.
- Model how to convey sequence and show relationships among experiences and events.
- Model how to categorize details of main ideas seen and heard in videos and other technologies.
- Model how to sequence a series of illustrated events from oral passages (e.g., historical recaps).
CONTENT APPLICATIONS
SOCIAL STUDIES
After learning about the geography of the Nile River Delta, students brainstorm ideas about how that impacted the people in the region over time.
SCIENCE
After analyzing a data set and completing a See-Think-Wonder, students share one of their responses with partners.
ENGLISH LANGUAGE ARTS
When learning about power of media, students use Give One-Get One to share how the media positively and negatively influences our lives.
VISUAL & PERFORMING ARTS
When studying media arts, students use Give One-Get One to share information about what is required to produce a media artwork that conveys purpose, meaning, and artistic quality.
WORLD LANGUAGES
To practice newly learned vocabulary for foods and beverages, students brainstorm in the target language things they would like to see served in the school cafeteria for lunch.
HEALTH & PHYSICAL EDUCATION
When studying influences, students list/share influences of family, peers, culture, media, technology and other factors on their own health behaviors.
MATHEMATICS
Students use Give One-Get One to share their thinking in solving math challenges.
CAREER & TECHNICAL EDUCATION
Students in an agricultural class use Give One-Get One to share their research on renewable fuels.
Sources
Goalbook. (n.d.). Give One Get One. Goalbook toolkit. Retrieved February 8, 2022, from https://goalbookapp.com/toolkit/v/strategy/give-one-get-one.
Give One, get one. Facing History and Ourselves. (n.d.). Retrieved February 8, 2022, from https://www.facinghistory.org/resource-library/teaching-strategies/give-one-get-one.