Strategy

Give One, Get One

Give One, Get One, Move On

UDL 5.3

Give One, Get One is a discussion strategy where students actively and intentionally seek and share information with one another. Students first write down several ideas or important learnings in response to a prompt or question provided by the teacher. Students circulate the classroom and at the teacher’s prompting pair up with a partner. Each partner “gives” or shares one of their ideas as the other partner "gets" or listens and writes it down. After a couple minutes, the teacher signals for students to find new partners and repeat the process. Following several partner changes, the class discusses the key ideas they learned from one another. Give One, Get One can be used to help students generate ideas about a new topic, review key concepts after a unit, or gather evidence in response to a text-based question. Utilizing this strategy also encourages participation as students collaboratively share and build knowledge on a topic.

Implementation Tips

Types of Questions and Prompts
Provide a question or discussion prompt that will result in more than one answer. For example, “Why was the industrial revolution important?” works better during a Give One, Get One discussion than “When did the industrial revolution occur?” Open-ended questions provide an opportunity for more engaging and meaningful discussions among students.
Signaling Transitions
Use cues to facilitate transitions. For example, an audio or visual timer can be used to signal when students should switch partners. Some teachers also use verbal cues and call out “GIVE ONE” to indicate that students should pair up and share ideas and “MOVE ON” when it is time for students to find a new partner.
Graphic Organizers
Provide a graphic organizer or note-taking template for students to record their ideas prior to the activity and new learnings collected during conversations with partners. Students can fold a paper in half vertically and create two columns (Give One and Get One) to write down ideas before and during the activity. In addition, a simple [[http://freeology.com/wp-content/files/giveonegetone.pdf|graphic organizer]] from Freeology can be given to student to record notes.
Supporting Language Learners
Model proper discussion techniques and provide opportunities for students to practice before implementing Give One, Get One. Providing sentence frames (e.g., I agree that ___; In my opinion ___, So what you’re saying is ___?) can help structure student conversations and support language development.
Reflection
Reflect on new learnings or questions following Give One, Get One. Students can debrief during a whole-class discussion or by journal writing. Some questions to prompt reflection might include: How has your thinking about the topic changed? What did you learn today? What else do you want to know?
Teacher's Role
Keep notes as students share their ideas with partners during the activity. Pay particular attention to patterns of insight or examples of strong understanding of the topic as well as areas of confusion. These ideas can be addressed or highlighted during the debrief after the activity.

Examples

Teaching Language and Social Skills
A teacher creates a task card with sentence frames to support students during partner conversations. The card reads:

Student 1: Greet person and ask to share. (Hi. May I share with you?)
Student 2: Agree. (Yes. What do you think about the question?)
Student 1: Share idea. (I feel…)
Student 2: Restate idea. (In other words, you think…)
Student 1: Agree OR clarify. Ask partner to share. (Right! OR No, I meant… What's your idea?)

The teacher models using the task card and asks students to practice with partners at their table before introducing the Give One, Get One activity.
Literature Discussions
After a class has finished reading a novel, the teacher poses a question regarding key elements of the text (e.g., character development, theme, etc.). After students circulate around the classroom to “get” new ideas from each other, the teacher asks each student to write one idea on a sticky note and post it on the board. The teacher reviews the sticky notes and leads the class in grouping together similar ideas. The teacher then introduces a writing assignment related to the topic and encourages students to incorporate some of these ideas in their essays.
Introducing New Content
To introduce a new unit on volume, a teacher fills several containers of different shapes and sizes with water. The teacher displays the containers around the room and asks students to determine which container has the most water. Students share their prediction and justification with partners during a Give One, Get One discussion. The teacher then provides students with a variety of tools (e.g., ruler, popsicle sticks, cubes) to measure the amount of water in each container. To conclude, students share their modified predictions based on what they learned from conversations with partners and during the measurement activity.

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