SED 496 S4 Instructional Activity 2:

#4 Leading a warm-up: Ice-breaker session

Jennifer Hand
2-9-22

My internship is with ASUPD, the classes are Math 7B and Math 8A & 8B. My lead instructor is
Mr. Eric Roth, and the students are primarily middle grades 6,7,8. This is a remote academy. Students
take classes at their own pace, and there may be a few older students, as well.

Mr. Roth begins his live lessons with announcements, then an Ice-breaker. Students are placed in
zoom breakout rooms with an instructor or intern to lead a conversation and answer 2 or 3 questions that
are designed to get students thinking about a general concept that relates to the day’s math lesson. The
group adds their responses to a peardeck slide, and return to the main classsroom. Mr. Roth displays the
peardeck responses, and the class has an opportunity to view and discuss the various responses before he
introduces learning goals, and the main lesson is begun.

I like this approach to warm up the students. It employs general vocabulary terms and connects
them to math vocabulary. It is also a good way to get to know students, and learn about their backgrounds
and experiences.

Remote learning presents unique challenges for students and instructors regarding the social-
emotional aspects of school. Breakout rooms and other interactive strategies can go a long way toward
meeting these needs, when used judiciously. Students are able to interact with one another and
collaborate under the supervison of an instructor.

Mr. Roth’s use of the Ice-breaker meets the instructional goal of engaging students. It begins to
focus their minds on the topic. It piques their curiosity, and is a first step in connecting math lessons to
their own experiences. It is 5-10 minutes well-spent, and I plan to use it in my own lesson plans.