Years ago, as a first-year teacher, I went to a Math Teachers’ Convention. (I know, I party hard.) I don’t remember much from those three days of sessions — my head was spinning by then end — but I did walk away with one absolute GEM that I have used with every class ever since.
The Round Robin Activity.
Honestly, I don’t remember if that’s what the presenter called it or not, but that’s what I call it. This is a terrific way to break up a mundane review lesson and get your students working together.
It is a little complicated to explain, but stay with me. It’s worth it! Here is the gist:
- Desks are positioned in a circle and students are seated in pairs, facing each other.
- The student seated on the OUTSIDE of the circle will be moving. The student on the INSIDE stays put.
- Students are given a task card that they complete.
- Students EXCHANGE cards with the person sitting across from them, and complete their new card.
- Students sitting on the OUTSIDE of the circle move one seat over, taking their belongings and their new card with them.
- When they sit down, they EXCHANGE cards with their new partner and work their new card.
- When everyone is finished, the students on the OUTSIDE move again one seat over, and exchange again.
- This continues until we run out of time or complete all of the card.
Whew! Sounds like a lot, eh? Here’s the process broken down in smaller bits. In this explanation, we’re going to follow a student named Joe. He is highlighted in yellow.
Round One
Position the student desks or tables in two concentric circle-ish shapes with pairs of desks facing each other. You will have half the students sitting at the desks on the inside of the circle and the other half sitting at the desks on the outside of the circle.
Give each student a numbered answer document as well as a numbered question or Task Card, like these.
Each student works on the question he’s been given, recording his answer in the correct place on his answer document. For example, Joe has card #11, so he will find box 11 on his answer document, and record his answer there.
This is the busiest part for you, the teacher. As the students get their answers, go around and check their work, making sure they have gotten to the correct answer. This first card takes the longest because you are making sure everyone gets to the right answers!
Round Two
After everyone has correctly answered their questions, have them trade cards with the student sitting across from them. Now they will find this new number on their answer document and work on their new card. Notice Joe now has card #1.
I often say something like, “If you have any questions or if you’re stuck, you are in luck! Your partner has mastered this question, and they can help you out!”
This is the beauty of this activity: students become peer tutors! They can confidently help each other because they have already answered the question, and they know the got to the correct answer! This builds amazing confidence in the students.
After the students have all finished their second card, the students sitting on the outside circle will pick up their belongings, including the last card they worked on, and move one seat to the left. I usually say something like, “Thank your partner for their help, and if you’re sitting on the outside of the circle, pick up your things and move one seat over.”
Notice Joe has taken his Card #1, and has moved one seat over. Now he has a new partner.
I usually say something like, “Introduce yourself to your new partner and say hello!” and then we move on to…
Round Three
When the students get settled, the students exchange cards. Now the students again have a new question to answer, and they are sitting across from someone who has just solved it. Students are now working on this THIRD question.
Notice, Joe traded with his new partner, so now has card # 12. Just to keep track, he has worked on cards 11, 1, and now 12.
From this point forward, the pair will only exchange cards ONE TIME with their partner, that is, when they first sit down.
Round Four and Beyond
After they have completed the third question, I tell the students again, “Thank your partner for their help, and if you’re sitting on the outside of the circle, move one seat over. Introduce yourself and exchange cards with your new partner!”
So Joe will take his Card #12 and move over one seat to the left
Then he will exchange cards with his new partner. This will give Joe Card #2.
We continue in this manner until we run out of time or until we have completed the questions I planned to complete for the day.
I know it sounds complicated, but you really do get into a rhythm. Let me know if you try this in your classroom!
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