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Solving problems together in groups in detail

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Prompts for discussions. (Discussion frames)

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bigger questions-ie is ai good for society? in groups

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mini debate

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Values line-up: students line up along a spectrum

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Gallery walks / silent discussions

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Write-pair-share

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gallery walk

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Turn and talk

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round robin to share out

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discussion on classroom with question feature

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padlet for discussion to catch attendance issues but also allow for discussion.

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Speed dating, kids made their own questions.

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wow, wonder-PJ

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Red card / green card response rankings. A bunch of agree/disagree statements, ask students to nonverbally respond.

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It's difficult to get whole class engagement. Often there are at least two students disengaged in any classroom. The students who do participate typically enjoy it better than a lecture class. Students want to hear each other more than the teachers' voices.

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active listening and encouraging diverse perspectives as well as providing opportunities in leadership

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That teachers addressed their question. That an aspect of identity was present in the activity/sources.

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9th grade can do discussion but need structures and clear guidelines.

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Students were able to focus on what they found interesting in the documents, and some were very engaged in finding out more information. Some students helped each make meaning of the documents.

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Sentence starters and mini lessons for sped students.

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PJ/Roach

Teachers could be strategic to make sure that friends aren't the only ones interacting. for example: PJ uses a ABBA strategy with DOJO.COM to make sure each group is heterogenous

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jigsaw is a great way to get students to learn content without actually teacher conversations. ownership of learning on students.

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The objective aligned to the class and the activity. Some students were engaged in the directed task and seemed to know what the end goal was. Others seemed to spend less time on the task, discussing things off topic, but writing some things down to complete the assignment.

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The teacher used a few different approaches which I will reflect on to potentially incorporate into my instruction.

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Students did think pair share at their tables talking about viewpoints about AFSE and life at home. After reading the text, they got into groups and did a gallery walk writing quotes that fit the themes they're focusing on.

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Students like structured talk.

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The discussions could pertain to a greater assessment in the future, promoting the importance of shared knowledge and perspectives.

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PJ/Roach

Students loved to see what they were saying typed up for others to see as the correct feedback. Made them feel valued.

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Students were able to express their own opinions while explaining & debating why they believed they were right. Student interest on the topic had increased participation

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Tap desk of a more quiet student to speak or that they will be called on, group discussion first then overall share out, option to share out with padlet or silent conversation.

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There was a phase of think pair share, and students responded to key elements of the article they read in jigsaw style.

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Give students specific "parts" to read, so that only when everyone participates is the problem able to be solved.

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Remind the class of ground rules before people share out. Share their own stories to form a connection with the students.

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Jigsaw makes sure students are collaborating since each of the students is the "expert" on their particular topic or part of the assignment. Students then have to put their knowledge together to get the full picture.

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Students ask questions after listening to their classroom presentations and encouraging conversation.

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Students were allowed voice and choice in their questions relating to anything they knew.

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Students shared in small group and the topic was about life outside of AFSE. They were able to talk about their family, culture, and expectations. Also starting with holding up a paper allowed everyone who wanted to participate a way to be a part of the conversation.

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...by giving students explicit circumstances for discussion, hopefully they will become used to regularly engaging with and discussing with each other.

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The teacher used a talking piece for respecting opinions and reminded the class of norms. To encourage participation, they had students call on other students

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Teacher can state the fact that students experience the topic of the discussion differently.

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The discussion was a great first step to actually programming their questions on the bot and a good way to differientiate for students who need support.

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PJ/Roach

Students seemed to enjoy discussing and helping their peers highlight evidence in the DBQ

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The pivot was important to making the discussion valuable - students felt the responsibility to own the knowledge and be prepared in the future.

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More students participated towards the end of the lesson. I think more students felt comfortable and engaged with the material. It matched a lot of their interests and lives outside of AFSE.

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Students feel more valued when they get to bring their own original creation to the lesson

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Making sure that there isn't one "right response" allowed students to take risks and not be fearful of making mistakes

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A stop and check in during the period. Maybe an opportunity for groups to share their progress or struggles.

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Students were able to identify questions and come to a conseseus about which question was the best question.

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Students felt more comfortable with responding to peer questions rather than from a teacher's

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Students added onto other students' answers, but also when it was suggested a random student would be called on, students turned to others for assistance and felt responsible to own the knowledge.

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Teacher called on students to solicit their input.

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The students' decisions led into the next day's discussion and there was a clear through-line with the activity

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They seemed more willing to start the assignment since they were working with their peers.

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The teacher was very warm and encouraging.

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Ensuring before or after share-out that we'll listen and not judge opinions that don't align to us.

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student discussion was meaningful and productive teacher used round robin discussions

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Many students felt both a sense of urgency and hesitation knowing they had to create their own questions

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PJ observed Roach

Students were being proved and back up the evidence that they highlighted for the DBQ as they were discussing in small groups. Typing their response in large font on the screen was helpful.

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The use of red or green papers to hold up to participate in the discussion. It provided a space for students who may not want to share out a space to join the discussion.

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Groups worked together in different ways (ex: reading out loud vs independently)

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Students had personally meaningful thoughts to share.

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Students being able to share out in small group - or even to a teacher who rotates around instead of whole-group - encourages more students to feel valued in discussion. So circulating before or after a share out to check in with students who didn't or don't usually volunteer still makes them feel heard.

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Cell phone usage is a major detraction

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Students had multiple options to be "correct" and not just a singular path. They could make decisions that would then impact their work later on (e.g. choosing a natural resource to for their country's GDP)

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Students felt responsible for knowing the information - when the teacher announced "Each group will need to have someone tell me the answer," nearly all students moved into engagement.

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The teacher pivoted during discussion - they saw a gap in student understanding and moved from call-and-response/whole-class to turn-and-talk on the fly.

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Some students worked in groups of 3-4 whereas other students worked individually answering questions on their papers