Depending on students’ grade level and cognitive needs, the descriptions and preferences connected to each family member can be as simple as the emojis indicated in the screenshot above, or more detailed, several word-length descriptions

These descriptions can also be more aligned altogether, or more varying and complex (for instance, 2 out of the family or group having the same bedtime versus every one having a different bedtime)

Teachers will click onto the next page of the jamboard. Students will pick, drag and drop avatars from the previous page (by copying and pasting) to match each participant in the movie night to a card, and type their name into the text box. Teachers should then remind students that each card details the participants’ preferences, and prompt students to identify each members’ preferences. They can ask, for instance, “What do you notice about Andrea’s movie preferences? What does she like to see, and what movie does it remind you of? What kind of snacks does she like to eat when watching a movie?”. If students need to see the cards more closely, the teacher can click back to the previous page, where cards are bigger.

Students are then told that there are three essential steps to planning a movie night: picking the movie, picking out snacks, and scheduling the time. They are asked to put those three steps in order, determining which steps to do first, next, and last. They will drag and drop cards corresponding to those steps in the spaces designated “Step 1”, “Step 2”, and “Step 3”. Teachers will then prompt students to validate their algorithm/set of steps by asking, “Why is this the order you chose? How is this the best approach to planning a movie night?”