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Would you rather have Ice powers or Earth Powers?

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Would you rather have Ice powers or Earth Powers?

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There you go

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Energy-efficient lighting options can be integrated into our toilet cubicles for enhanced visibility. <a href="https://www.cubiloocubicles.com/">Toilet Cubicles</a>

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Energy-efficient lighting options can be integrated into our toilet cubicles for enhanced visibility. <a href="https://www.cubiloocubicles.com/">Toilet Cubicles</a>

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This toilet cubicle is resistant to scratches and stains maintaining a polished appearance even in high-traffic restrooms. <a href="https://www.cubiloocubicles.com/">Toilet Cubicle</a>

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Say yes to financial flexibility by selling your gold for cash through our efficient Cash for Gold program. "https://www.cashngolddelhi.com/"

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Hypertherm Consumables: Various consumable parts designed for Hypertherm cutting systems, contributing to optimal performance and durability.

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Hypertherm Consumables: Various consumable parts designed for Hypertherm cutting systems, contributing to optimal performance and durability.

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Discover the journey to sobriety and a brighter future at Gurgaon Path to Freedom - Nasha Mukti Kendra. Our compassionate team and evidence-based programs are committed to guiding you or your loved one towards a life free from addiction. Choose Gurgaon trusted ally on the road to recovery.

# data[].attributes.subject
Discover the journey to sobriety and a brighter future at Gurgaon Path to Freedom - Nasha Mukti Kendra. Our compassionate team and evidence-based programs are committed to guiding you or your loved one towards a life free from addiction. Choose Gurgaon trusted ally on the road to recovery.

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commercial interior designer company n delhi

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commercial interior designer company n delhi

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This is a way to have students communicate in writing only. It is often helpful for students who resist speaking in class.

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Play the Best Unblocked Slope Games of The Year in 2023

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Play the Best Unblocked Slope Games of The Year in 2023

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It's very normal to watch all gamers always looking for new ways to play online games. Playing all sorts game online Slope Unblocked Game they want to gain the best playing experiences for themselves. And initially, they want to have fun playing with their buddies and competitors. Therefore, if you are exhausted of playing traditional and in-game ball games the following article we'll provide an alternative.

Furthermore, if looking for something different and cool online video game then you can look into the Slope games unblocked. If you take part in all the free online games, players can experience the most enjoyable gaming experience and enjoyment at the same time. Initially, the unblocked slope games are accessible on various kinds of platforms and websites equally. All you have do is visit the websites that offer slope unblocked and unblocked games WTF.

Then, we'll aid you and help you learn how to play unbanned games available on the platforms. Furthermore, you could play lots of widely played and banned games and play no-cost online games on video with the help of these two websites. In this regard, let's read through some of the most important details about slopes that are unblocked.

Preface Of Slope Games Unblocked:

This particular game is able to provide 3D forever online gaming for all users and participants. The most notable features of games without a slope are speedy, light, and easy control, and extremely addicting playing online games. It's a sport and players must complete the entire game Rolling down their ball.

Read Also: SnapTik

The ball is specifically designed using green light and the other games use exactly the same green lighting. The whole structure of the game has vast areas, which are surrounded with many balls. Each ball will slowly go towards the down of the slope as you play.

Throughout, the whole game is played with the green ball. players begin to play their games had to go through a series of tests and potentially dangerous components. But, it's a manipulated game and you need focus on the game to win the round. At first the speed of the game will be much lower but initially then it will grow very fast. Thus, you should increase the speed of the game in case you don't want lose the 3D experiences of this particular online gaming.

If you play many games, you don't have to feel tired but you'll become intrigued and keen to play more games. Furthermore, it may seem like managing the balls is easy but it is not as simple in fact.

When playing the slope game unblocked when you are passing your ball through the red blocks you will have to stay aware and focused in order to get through all blocks. Another great feature in this online game is that it offers the most simple interface to all its players. And it is the best part of the game because it is able to keep their player's attention for hours.

How To Play Slope Unblocked Games?

In order to play the games, you'll need to pass your balls across the green light. It does not matter how it appears to be simple and simple, but in actual the game isn't that simple to control your ball. As time goes by you'll have to face plenty of issues while playing the slope unblocked games and moving the ball around the green lights.

The players must stay aware and attentive when they watch for their ball's motion. To guide the ball toward the left or right area, gamers may utilize the arrow keys of either direction. Then, they may make use of keys like Q A, D, and E. Every time you play, slope-free games are able to provide you with new challenges and randomly offer you the chance to pick your games. Additionally, randomly selected games generally have thin Slanting and plenty of red blocks in your game route. Whenever, a user will be heating the red blocks, the game will instantly stop at this point. To restart the game they need to start it all over again from scratch.

Components Of The Slope Games

Let's look at some of these key elements of this slope.

It's a never-ending good adventure type of game mode.

Gamers can experience the best 3D atmosphere as they speed up their rushing balls.

This particular game of was every participant to be able to experience an exciting and exciting game mode, by playing random games.

Read More: What Outer Space Movie Came Out In 1992

Furthermore, the difficulty of this particular game gets harder with time or as you reach the advanced level.

The overall design of the game , or the interface in the game itself is modern in design.

And lastly, the user might be unable to play in the event that they don't pay attention to their attention on the game.

Advantages You Get From Slope Unblocked Games:

Players will have to deal with different kinds of ups and downs when playing games. The red blocks can at any time bring you to the end of your gaming experience on this gaming website. Therefore, it is imperative that you remain on keen attention and alertness throughout the whole game while passing your green balls over those red bricks. There are many kinds of spots while playing video games at unblocked games slope and every time , they provide a new setting for their users. The game will give users challenging experiences as well as rewarding experiences at the same in the same moment.

Through playing a variety of challenging slope unblocked games wtf, your kids will see their eye and hand coordination advance. When the ball begins to move forward , your children will immediately put their eyes and hands join to position the balls in the right place. To be able to finish the game you must be skilled in your motor skilling otherwise you want able to win the game. Additionally, if don't pay full concentration on the game, your balls will bust as they close to that red block.

जलाने attitude शायरी सच्चा प्यार करने वाली शायरी हैप्पी बर्थडे शायरी हिंदी 2 line हौसला पर शायरी प्रेरणादायक मोटिवेशन शायरी हैप्पी क्रिसमस डे शायरी खतरनाक attitude शायरी बात नहीं करने की शायरी दर्द दोस्ती शायरी झूठे मतलबी रिश्ते शायरी बात नहीं करने की शायर प्यार बढ़ाने वाली शायरी शेर शायरी विश्वास पर धोखा शायरी स्वार्थी लोग मतलबी रिश्ते शायरी माँ पर शायरी माँ की तारीफ में शायरी सुपर शायरी हिंदी परेशान जिंदगी शायरी 15 अगस्त की बधाई शायरी झूठे लोग शायरी माँ की ममता पर शायरी दबंग शायरी रिश्तों की दर्द भरी शायरी दिल को चुभ जाने वाली शायरी खतरनाक मोटिवेशनल शायरी अपनों से धोखा शायरी इन हिंदी शायरी डाउनलोड ताने मारने वाली शायरी ग्रीटिंग कार्ड पर लिखने वाली शायरी उदास जिंदगी शायरी 26 जनवरी पर शायरी सावन की शुभकामनाएं शायरी राजनीति शायरी महिला दिवस पर शायरी भरोसा झूठ शायरी जबरदस्त शायरी हिंदी+शायरी+लव+रोमांटिक+दो+लाइन मतलबी घटिया लोगों पर शायरी सुविचार good नाईट शायरी रिश्तेदार मतलबी रिश्ते शायरी हैप्पी बर्थडे हिंदी शायरी 2 लाइन दिल से चाहने वाली शायरी गैंगस्टर शायरी उम्मीद शायरी इन हिंदी जिगरी दोस्त शायरी जिंदगी शायरी दो लाइन पिता पुत्री शायरी दुनिया की हकीकत शायरी अपनों से धोखा शायरी इन हिंदी sms जोश भर देने वाली देशभक्ति शायरी

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# data[].attributes.headline
Enhancing universal participation in class

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Enhancing universal participation in class

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nim:200413623449
tempat tinggal: jl.sarinah hotel arfak manokwari
asal sekolah: SMA Negri 2 sorong

# data[].attributes.body
Staff Meeting 4/25/17

# data[].attributes.headline
The Teacher's Role in Classroom Discussion - Dos and Don'ts

# data[].attributes.subject
The Teacher's Role in Classroom Discussion - Dos and Don'ts

# data[].attributes.body
Staff Meeting 4/25/17

# data[].attributes.attachment_link.readable_text
by on in Professional Development with

If we want students to speak and listen to one another effectively, we must, to put it diplomatically, stop filling the airwaves with teacher talk.

Thus, the most important part of a teacher's role in fostering successful dialogue between students is to stay out of the discussion-or rather to work our way out of it as quickly and completely as possible.

Students will only start speaking and listening to each other when the teacher successfully breaks the typical "discussion" pattern of initiation-response-evaluation where the teacher asks a question, one student is chosen to respond, the teacher evaluates the response ( right, good, not quite, that's one idea ...), then either asks for a different response or asks a new question. Nowhere in this pattern are students required to listen to, or interact with, one another-and yet this pattern dominates the interactions in most secondary classrooms and even passes for "discussion" in many educators' minds.

Not contributing, not controlling, and not being the focus of class discussions might feel weird to some teachers. After all, isn't it our role to interpret, guide, and inform?

Stepping out might seem like a lack of involvement or lack of leadership. Nothing could be further from the truth.

In addition to feeling weird, it's also scary because we may not even want to think about the mayhem that could ensue if students are set free in this way. The key is to build the structures that can contain, guide, and self-support the process.

At Inquiry By Design, we've collected some simple DOs and DON'Ts to help you shift from the sage on the stage to the guide on the side in classroom discussions.

Carefully select the text and question for discussion. (Sometimes discussions fall flat because we have chosen a text that doesn't invite much exploration or have asked a limited question.)

Make the magic circle. There is truly something magical about students in a circle (or two concentric circles) for discussion. They are all facing one another, out from behind their desks and there is no one standing at the "front." This makes it easy for you to slip into the background. It can be a logistical challenge at first but quickly becomes a routine when practiced regularly.

Answer the discussion question yourself! Whatever you say will become the "right" answer in students' minds and then, poof, the discussion is over.
Resources
Praise students' answers or do anything to guide them toward a specific response.

Control or contribute responses other than the occasional reminders to refer to the text or remind students to agree, disagree, or add to the ideas expressed.

Throw them straight into the deep end. Discussions should be preceded by several rounds of comprehension work, writing to think, small-group discussions, and revisits to the text. Students then come to group discussions primed with much to say.

Rescue students during periods of silence. Work hard to get comfortable and make it clear to students that it is their job to propel the discussion.
Fostering Student Talk and Classroom Dialogue - Part 1 What Can We Do About Those Cliches?: Fostering Student Talk and Classroom Dialogue - Part 2 Talk Moves Create a Culture of Talk: Fostering Student Talk and Classroom Dialogue - Part 3 Enhancing Discussion Through Technology: Fostering Student Talk and Classroom Dialogue - Part 4
Set discussion norms. Whether you use Inquiry By Design's criteria for a good discussion, sentence stems, or create your own norms, post them and revisit them prior to each discussion. Use them to debrief and allow students to self evaluate and set goals based on the norms. For example: "One of our norms is to build ideas rather than pop-corning around. How did we do with that today? Based on our discussion today, which norm would we like to set as a goal/focus for our next discussion?"

Turn over control. Make it clear to students that this is their time to talk with each other and you will not be participating. They are responsible for the ideas and learning that will take place.

Remove yourself by assuming a different task or role. Track the discussion in one of the following ways:

Who has participated?

What ideas have surfaced?

Monitoring and noting observations based on the decided goal/focus.

Alert students when they have 3-5 minutes left.

Invite students who have not yet participated to join the discussion.

DO

DON'T

Research Matters: Classroom Discussions of Literature by Rick VanDeWeghe.

Talking Points: Discussion Activities in the Primary Classroom by Lyn Dawes.

Classroom Discussions by Dixie Lee Spiegel. (Access a free, online four-session study guide for teachers and teams.)

Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School by Matt Copeland.

The Teacher's Role in Classroom Discussions: Fostering Student Talk and Classroom Dialogue - Part 5

# data[].attributes.attachment_link.title
The Teacher's Role in Classroom Discussions: Fostering Student Talk and Classroom Dialogue - Part 5

# data[].attributes.attachment_link.description
by on in Professional Development with If we want students to speak and listen to one another effectively, we must, to put it diplomatically, stop filling the airwaves with teacher talk. Thus, the most important part of a teacher's role in fostering successful dialogue between students is to stay out of the discussion-or rather to work our way out of it as quickly and completely as possible.

# data[].attributes.attachment_link.readable_text
(Some sections adapted from Davis, 1993; Brookfield and Preskill, 1999)

Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence.

While discussions provide avenues for exploration and discovery, leading a discussion can be anxiety-producing: discussions are, by their nature, unpredictable, and require us as instructors to surrender a certain degree of control over the flow of information. Fortunately, careful planning can help us ensure that discussions are lively without being chaotic and exploratory without losing focus. When planning a discussion, it is helpful to consider not only cognitive, but also social/emotional, and physical factors that can either foster or inhibit the productive exchange of ideas.

Determine and communicate learning objectives

Plan a strategy

Ask good questions

Provide direction and maintain focus

Bring closure

Demonstrate relevance

Encourage participation

Make high-quality participation "count"

Evaluate the discussion

Cognitive Factors

Determine and communicate learning objectives

For discussions to accomplish something valuable, they must have a purpose. Consider your goals for each discussion. How do the ideas and information to be discussed fit into the course as a whole? What skills, knowledge, perspectives, or sensibilities do you want students to walk away from the discussion with? Your goals for a particular discussion should be consistent with your course objectives and values as an instructor. You might, for example, want students to be able to:

Articulate the arguments made by the authors of two assigned readings and assess the evidence used to support them. Evaluate the arguments alone and in comparison with one another and discuss their contemporary policy implications. Or...

Formulate arguments and counter-arguments for a legal position. Or...

Imagine a particular approach to the design of cities and discuss the impact such a design would have on the lives of people in different socioeconomic categories. Suggest and justify design changes to optimize the benefits for the most number of people.

When you can clearly envision the purpose of the discussion, it is easier to formulate stimulating questions and an appropriate strategy for facilitating the discussion. Communicating your objectives to your students, moreover, helps to focus their thinking and motivate participation.

Plan a strategy

After determining the objectives for your discussion, ask yourself: How will I make sure that students meet these objectives? Plan the discussion out, even if you end up deviating from your plan. Some of the questions to consider when formulating a plan include:

How do I want students to prepare: read a case study? (if so, in class or as homework?) do a team exercise? watch a documentary? reflect on a set of questions?

What questions will I pose to spark or guide discussion? to encourage deeper analysis?

Will I open the discussion to the entire class or ask students to discuss the issue in pairs, small groups, or some combination of the above?

What will I do if students simply aren't participating? If certain students dominate the discussion?

How will I allocate and manage the time I have?

How will I deal with digressions or unanticipated shifts in topic?

How will I correct students' misconceptions or inaccuracies without stifling participation?

How will I (or my students) synthesize the ideas at the end of the class period?

Your answers to these questions will depend on your goals. For example, correcting factual inaccuracies might be critical in some circumstances, less so in others. Digressions may be productive if your primary purpose is to explore connections, and undesirable if the goal of your discussion is more focused.

One of the most important things to consider when formulating a strategy is how to get the discussion jump-started. Davis (1993) and Frederick (1981) provide a number of excellent suggestions.

Ask Good Questions

Good questions are the key to a productive discussion. These include not only the questions you use to jump-start discussion but also the questions you use to probe for deeper analysis, ask for clarification or examples, explore implications, etc. It is helpful to think about the various kinds of questions you might ask and the cognitive skills they require to answer. Davis (1993) lists a range of question types, including:

Exploratory questions: probe facts and basic knowledge

Challenge questions: interrogate assumptions, conclusions or interpretations

Relational questions: ask for comparisons of themes, ideas, or issues

Diagnostic questions: probe motives or causes

Action questions: call for a conclusion or action

Cause-and-effect questions: ask for causal relationships between ideas, actions, or events

Extension questions: expand the discussion

Hypothetical questions: pose a change in the facts or issues

Priority questions: seek to identify the most important issue(s)

Summary questions: elicit synthesis

These question types can be mapped onto Bloom's taxonomy of learning objectives, which shows increasing levels of cognitive complexity as students move from fairly simple tasks (such as recall of information) to more complex tasks (such as synthesis, evaluation, or creation.) While you might frame the entire discussion in terms of a Big Question to grapple with, it is a good general strategy to move from relatively simple, convergent questions (i.e., questions with correct answers, such as "According to this treatise, what is Argentina's historical claim on the Falklands?" or "What kinds of tax cuts does this bill propose?") to more complex, divergent questions (i.e., questions with many valid answers, such as "Why did Argentina invade the Falklands?" or "To what extent would this bill's proposed tax increases resolve the budget deficit?") (exmples from Davis, 1993). Starting with convergent questions helps discussion participants to establish a base of shared knowledge and builds student confidence; it also gives you, the instructor, the opportunity to correct factual inaccuracies or misconceptions before the discussion moves into greater complexity and abstraction. Asking a variety of types of questions can also help to model for students the ways that experts use questions to refine their analyses. For example, an instructor might move an abstract discussion to a concrete level by asking for examples or illustrations, or move a concrete discussion to a broader level by asking students to generate a generalization or implication.

When instructors are nervous that a discussion might flag, they tend to fall prey to some common questioning errors. These include:

Asking too many questions at once: Instructors often make the mistake of asking a string of questions together, e.g., "What do you think the author is trying to say here? Do you agree with him? Is his evidence convincing? Did you like this article?" Students may get confused trying to figure out which question to address first. Asking a number of questions together may also conflate issues you really want to help students distinguish (for example, the author's thesis versus the kinds of evidence he uses to support it).

Asking a question and answering it yourself: We have all had the experience of asking a question only to encounter blank stares and silence. The temptation under these circumstances is to jump in and answer your own question, if only to relieve the uncomfortable silence. Don't assume, though, that students' silence necessarily indicates that they are stumped (or unprepared); sometimes they are simply thinking the question through and formulating an answer. Be careful not to preempt this process by jumping in too early.

Failing to probe or explore the implications of answers: One mistake instructors can make in leading a discussion is not to follow up sufficiently on student contributions. It is important not only to get students talking, but to probe them about their reasoning, ask for evidence, explore the implications of what they say, etc. Follow-up questions push students to think more deeply, to substantiate their claims, and consider the practical impact of particular perspectives.

Asking unconnected questions: In the best discussions, there is a logical progression from question to question so that, ultimately, the discussion tells (or reveals) a story. When you are planning your discussion questions, think about how they fit together.

Asking yes/no or leading questions: Asking questions with a yes/no answer can be the starting point of a good discussion, but only if there is a follow-up question that calls for explanation or substantiation. Otherwise, yes/no questions tend to be conversation-stoppers. By the same token, discussions can stall if the instructor's questions are overly leading, i.e., if there is clearly an answer the instructor wants, and the students' task is simply to guess it, rather than to think for himself.

Ignoring or failing to build on answers: If students do not feel like their voices have weight in discussion, their motivation to participate drops. Thus, it is important to acknowledge student contributions, responding enthusiastically when they are insightful ("That's an excellent point, Sarah; could you elaborate further?") and pointing out when they contain inaccuracies or problematic reasoning ("Take another look at the article, Tranh; is that really what the author is claiming?"). If you do not wish to play such a directive role yourself - and want students to develop the habit of assessing and responding to one another's contributions - you can throw student comments back to the class for evaluation (for example, "Do the rest of you agree with John's recommendation? What would be some possible consequences if this plan of action were followed?")

Provide Direction and Maintain Focus

Discussions tend to be most productive when they have a clear focus. It may be helpful to write out a few questions that the discussion will address, and return to those questions periodically. Also, summarize key issues occasionally as you go and refocus student attention if the discussion seems to be getting off track (for example, "How do the issues that have just been raised relate to the question originally posed?" or "That's an interesting point, Alexis, and one we will return to later in the course.")

While some lulls in discussion are to be expected (while participants are thinking, for example) the instructor must be alert to signs such as these that a discussion is breaking down (Davis, 1993):

Excessive hair-splitting or nit-picking

Repetition of points

Private conversations

Participants taking sides and refusing to compromise

Apathetic participation

If the discussion seems to be flagging, it can help to introduce a new question or alter the task so as to bring a fresh kind of thinking or a different group dynamic to bear. For example, you might switch from discussing an ethical issue in the abstract to a concrete case study, or shift from large-group discussion to small group or pair-work.

Bring Closure

It is important to leave time at the end of the discussion to synthesize the central issues covered, key questions raised, etc. There are a number of ways to synthesize. You could, for example, tell students that one of them (they won't know who in advance) will be asked at the end of every discussion to identify the major issues, concerns and conclusions generated during discussion. You could also ask students individually to write down what they believe was the most important point, the overall conclusion, and/or a question the discussion raised in their mind (these can be collected and serve as the basis of a follow-up lecture or discussion.) You might also provide students with a set of 2 or 3 "take-home" points synthesizing what you thought were the key issues raised in discussion. Synthesizing the discussion is a critical step for linking the discussion to the original learning objectives and demonstrating progress towards meeting those objectives.

Social and Emotional Factors:

Demonstrate Relevance

While students generally enjoy discussions, they may have difficulty recognizing what they gain from participating in them - in contrast with lectures, in which students may take copious notes and have a sense of having covered clearly discernable ground. This can be particularly true for international students from cultures <link to Cultural Variations> in which discussions are not a regular or valued part of the educational curriculum.

It is helpful to tell students up front how you think the skills they gain from participating in discussion will help them in academic and future pursuits. For example: "The ability to articulate and defend a position thoughtfully and respectfully will serve you well in the work world when you are arguing for a particular policy solution or course of action. Discussions for this class will give you the opportunity to practice that skill."

Beyond explaining the relevance of discussion in general, it is a good idea to point out the relevance of particular discussions vis-à-vis contemporary social issues, your students' future plans, etc. For example, "Today we'll be discussing the advantages of Chinese traditional medicine over Western medicine in the treatment of pain and chronic illness. As we talk, think about a conversation with a colleague in medical school and imagine how you would articulate this argument and suggest a productive fusion of both approaches to medicine."

Encourage Participation

Many issues can affect students' willingness to participate in discussions, from cultural background (Are discussion classes new and unfamiliar to them?) to preparedness (Have they done the background work - reading, for example - to prepare for the discussion?) to the kinds of questions asked (Are the questions too difficult or, alternatively, are the answers too obvious?). Below are some strategies that can help encourage meaningful student participation.

Create a discussion climate early.

If you want to use discussion in your class, encourage active student participation from the first day of class <link to first day of class html page>. Plan an icebreaker early in the semester that gets students talking and interacting, preferably while doing an activity that is integral to the content material for the course. Also, create a climate in which students feel comfortable taking intellectual risks: respond to their comments respectfully, even when you correct or challenge them, and make sure (perhaps by establishing clear behavioral ground rules) that their peers do as well.

Require students to prepare for discussion.

Discussions often break down because students simply haven't done the reading or work upon which the discussion is based. Discussions tend to be most productive when students have already done some preparatory work for them. It can be helpful to give assignments to help students to prepare for discussion. This could be a set of questions to answer, a question or two to write, an informal one-page (or paragraph) "reflection" on a reading, film, work of art, etc. Brookfield and Preskill (1999), for example, recommend "structured, critical pre-reading" focused on these kinds of questions:

Epistemological questions probe how an author comes to know or believe something to be true

Experiential questions help the student review the text through the lens of his/her relevant personal experiences

Communicative questions ask how the author conveys meaning and whether the forms clarify or confuse

Political questions ask how the work serves to represent certain interests and challenge others

Preparatory assignments help students focus their reading and their thinking, thus facilitating a higher-quality discussion. It is important to note that assigning preparatory work does not necessarily add significant extra work for the instructor, who can collect student prep assignments, glance over them quickly to assess overall comprehension or to identify questions to address in class, and simply mark them Credit/No Credit.

Get to know your students.

Students are more likely to participate if they feel that they are recognized as individuals. If at all possible, learn your students' names and encourage them to learn and use one another's names. Some faculty members require individual students (or groups of students) to come to their office hours once early in the semester, to get to know them better; others use ice-breaking exercises <link to> early in the semester to lower inhibitions and encourage interaction.

Model exemplary discussion behavior.

Often, students must learn how to enter meaningfully into a discussion. One way to encourage students to engage in the style of intellectual exchange you desire is to model good discussion techniques in your own behavior, using language that demonstrates, among other things:

how to build on another individual's contribution ("As Sunil pointed out...")

how to ask for clarification ("I'm not sure what you mean, Allie. Can you give a concrete example from one of the readings we've had?")

how to disagree politely ("I've got a different take on that issue...")

how to marshal evidence to support a position ("There are three things in the book that led me to this conclusion. They are...")

In the interests of modeling a particular style of intellectual exchange, some instructors invite a colleague to their class and engage in a scholarly discussion or debate for the benefit of their students.

On its own, instructor modeling is not likely to affect student behavior, however. It is also important to explicitly point out the kinds of discussion skills illustrated above and to distinguish high-quality contributions (e.g. claims that are substantiated with evidence, comments which effectively build on other student comments) from lower-quality contributions (e.g. unsubstantiated claims, opinions based purely on personal taste, etc.)

Create ground rules.

Explicit ground rules or guidelines can help to ensure a respectful environment for discussion. The ground rules you use will depend on your class size and goals, but may include provisions such as these:

speak respectfully to one another, even when disagreeing

avoid using put-downs (even humorous ones)

avoid disrupting the flow of thought by introducing new issues before the discussion of the previous issue has come to its natural end

keep in confidence any information shared by a student in class

You can set these ground rules yourself and specify them in your syllabus, or have students help create them. Click on these links to see examples of ground rules and a template for creating student-generated ground rules.

Monitor group dynamics.

One of the instructor's responsibilities is to manage the personalities and dynamics within the discussion group, so that all students feel that their contributions (if thoughtful and appropriate) are welcome. Cultural <link to CV doc> as well as personality differences influence the ways in which students enter into (or hesitate to enter into) the discussion.

If a subset of students seems reluctant to speak up in class, you might consider ways for them to share their ideas and engage with the material in an alternative forum, such as via discussion board or e-mail. You can then bring these students' contributions to the attention of the class as a way of acknowledging their perspectives and encouraging further participation ("Felipe made an interesting observation in a post to the discussion board yesterday. He pointed out that..."). Giving students time to write down their thoughts before opening the floor to discussion can also help quiet students get more involved. So too can the use of pair-work and small-group discussions. While some faculty are reluctant to call on quiet students for fear of embarrassing them, it should be pointed out that calling on students can also liberate them: not all students who are quiet are shy; they may simply have trouble finding a way into the discussion.

Sometimes the problem is not shy students but overly domineering or aggressive students who monopolize discussion. Sometimes a subtle approach to reining in these students can be effective (for example: "Jake, I see your hand and want to hear your perspective, but I'd like to give some of the other students a chance to answer first."); other times it may be necessary to take a domineering student aside after class to discuss changing the behavior.

Handling strong emotions and disagreement that arise in a discussion can be a challenge for instructors. A certain amount of disagreement is desirable, yet if the conversation gets too heated or antagonistic, it can inhibit participation and squelch a productive exchange of ideas. When emotions are high, remind students to focus on ideas and refrain from personal comments (this stipulation can be included in your ground rules as well). You might also consider asking students to take a minute to write about their reactions to what has been said so they can cool off, focus their thoughts, and consider one another's perspectives before re-entering the discussion.

Also, consider in advance how you will handle sensitive discussion topics. Certainly one of the goals of education is to challenge and unsettle students' assumptions and beliefs. Discussions that do so may not be comfortable for some participants yet still have the desired effect. On the other hand, done poorly such discussions can stifle rather than stimulate engagement and learning. Thus, it is important to anticipate where the "hot spots" will be and make sure you accord them the time and sensitivity they deserve. Also, think about whether the discussion environment in your classroom is sufficiently inclusive of all your students, regardless of race, class, gender, sexual orientation, political persuasion, religion, etc. (link to principle about inclusivity).

Assign pair and small-group work.

As a prelude or addition to full-class discussion, consider giving pairs or small groups of students the task of discussing a question or problem. Group work tends to work best when the task is clearly defined and concrete. It can facilitate group work to assign roles within the group. For example, one member of the group could be charged with breaking the task down into steps and posing questions to the group; another could be charged with managing time and keeping the group on task; another could have the job of recording the group's thoughts or recommendations and reporting back to the full class. (Assigning this last task to a quiet student can help to draw him or her out.) Click on this link for more on group work.

Make high-quality participation count

While we all want students to participate in discussions for the sheer joy of intellectual exchange, not all students may be equally motivated to jump in - at least not initially. Providing extrinsic motivations can be helpful to establish the behavioral patterns that lead, ultimately, to intrinsic motivations. For this reason, many instructors include a participation grade as part of the reward structure of their courses.

In making participation "count", however, one runs the risk of encouraging talk for the sake of talk, rather than for the purpose of meaningful and thoughtful exchange. For this reason it can be helpful to define what you consider high-quality contributions to discussions and distinguish them from low-quality contributions by using a rubric for discussion that makes your expectations and grading criteria clear. One instructor, for example, defines high-quality participation as: "raising thoughtful questions, analyzing relevant issues, building on others' ideas, synthesizing across readings and discussions, expanding the class' perspective, and appropriately challenging assumptions and perspectives." She assesses student discussion performance on the basis of whether they make such contributions to discussion regularly, sometimes, rarely, or never.

Evaluate the discussion

How will you know if a discussion accomplished what you hoped it would? How will you assess your own performance as a discussion leader? There are a number of ways to evaluate discussions. For example, immediately following the discussion, you might ask students to write briefly about what they learned, how their thinking changed, or how the discussion relates to other course materials. An alternative is to ask students to reflect on the quality of the discussion, answering questions such as: What kinds of contributions were and were not helpful? When were and weren't digressions productive? Did everyone who wanted to get a chance to speak? If not, why not?

Brookfield and Preskill suggest that students "keep a weekly audit of their participation in class discussions and then summarize and analyze their entries in an end-of-semester learning portfolio" (1999, p. 218). Another possibility is to videotape the discussion and analyze it after the fact; this can be helpful because instructors facilitating a discussion are busy juggling many things at once (time management, the flow of ideas, group dynamics), and often cannot assess the discussion as a whole. Davis provides a useful inventory for analyzing the behavior of discussion participants in videotaped discussions (1993, p.72).

Of course, discussions can be evaluated less formally, simply by asking yourself a set of questions after the fact, for example: Who participated? Who didn't? What might explain the patterns of participation? What questions proved most fruitful and why? How might the discussion be improved to promote deeper inquiry, more student-student interaction, etc.?

Physical Factors

Try to arrange the physical set-up of your classroom so that it is conducive to discussion. Some instructors prefer that chairs be in a circle, others in a U-shape, while for small group discussions or debates chairs must be moved and assembled differently. Our intention here is not to recommend a "best way" of organizing the discussion space, but to raise some questions to consider when determining how to arrange your classroom.

First, what are your objectives? If one of your goals is for students to enter into a dialog with one another, then it is particularly important that they be able see and address each other directly. Obviously, the traditional classroom arrangement, with the instructor positioned before rows of student chairs does not serve this objective. On the other hand, if the style of discussion (or quasi-discussion) is Socratic, with the instructor asking questions and students answering, then a more traditional seating arrangement could be successful. In keeping with your objectives, you might also ask yourself what the arrangement of physical space communicates. Do you want to set yourself apart from other discussion participants, or position yourself as one of them? Do you want to make it difficult for students to avoid participation or do you believe they have the right to opt out? (Some authors, for example, have applied a Foucaultian analysis to discussions, arguing that the traditional circle-format is coercive in that students cannot hide from the instructor's disciplinary gaze! (citation).

Second, what discussion format(s) will you use? If you are engaging in a brainstorming session and plan to write on the board, you will need to have students sit where they can see the board. If you want students to work in small groups, you might consider how chairs and tables can be positioned so that you can walk from group to group, or have students do so if the task demands it. If your discussion is part of a group project that involves hands-on construction or manipulation (perhaps of a flow-chart or design), the physical space must be organized accordingly.

As a general rule, it is a good idea to set up the classroom so that students can (a) see each other and (b) see progress (e.g., to watch an evolving list of brainstormed ideas take shape, to focus their participation around a central question, to see several synthesizing points written on the board.) Clearly, the configuration of the room itself can limit your options, as can class size. If you are teaching a class of 120 in an auditorium with bolted-down seats and poor acoustics, the traditional circular discussion arrangement is untenable. However, you would be surprised how much discussion can be accomplished even in large classes (link to lament) and sub-optimal physical settings.

In conclusion...

While there are a lot of issues to consider when planning and leading a discussion, the time you spend up-front thinking through the cognitive, social/emotional, and physical aspects of discussion will pay off later in more lively, productive, and rewarding discussions as well as greater student learning.

References

Brookfield, S. D. & Preskill, S. (1999)
Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass.

Davis, B. G. (1993)
Tools for Teaching. San Francisco: Jossey-Bass.

Frederick, P. (1981)
"The Dreaded Discussion: Ten Ways to Start". Improving College and University Teaching. 29(3).

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Discussions - Eberly Center - Carnegie Mellon University

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(Some sections adapted from Davis, 1993; Brookfield and Preskill, 1999) Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence.

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My favorite part about teaching is that teachers love to share resources. We are a community. The more I teach methods courses at the university level, the more frequently I find myself sharing some ways I've hosted classroom discussions. I did not create any of these ideas below, and sadly, I cannot even share the source of the methods. I credit my advisor, Wendy Glenn, for introducing me to many of them. After I graduated and started teaching, I found other great books along the way which taught me others. While some of these ideas may be old news for you, I hope you are able to learn at least one new, useful method below.
1. The good ol' fashioned circle (with a twist)
I never get tired of the circle, but my students often get tired of it. In my last year of teaching, I vowed that I would never create the discussion questions because I was working toward a student-centered classroom. After each reading, I required students to generate quality conversation starters. They submitted their questions on slips of paper, and whenever the conversation slowed down, we grabbed a new question.
2. Fishbowl
Every time I use the fishbowl in my college courses, the students are blown away at how fun it is. I remember feeling the same way as an undergraduate. This is a bit tricky to explain. There is an inner and an outer circle. Three to five kids are in the inner circle, and they are the only students allowed to speak. We draw questions (usually student-submitted questions), and those students have a conversation as if they are the only people in the room. When someone in the outer circle wants to make a comment, s/he taps the shoulder of a person in the inner circle, and they swap seats. I remind my students that they all must enter the inner circle twice, and they shouldn't tap someone's should unless they have made two comments. When the conversation gets dry, we pull a new question. This method takes some getting used to, but the kids find it to be quite fun. If the outer circle isn't paying attention, I require them to take notes on the discussion.
3. Socratic Seminar
This method is similar to the fishbowl. I always use an inner and outer circle. Instead, the inner circle is closely examining a text and asking a lot of questions about it: Where did the idea come from? What is the purpose of this line?

I have an even number of inner students as outer students. Each inner student is paired with an outer student as his/her coach. At several points, I take a break and give that pair time to talk about how the inner student is doing. They can offer ideas and support to help the inner circle person contribute to the discussion. I find this video to be particularly helpful, and the website offers rubrics and ideas about helping students set goals for this discussion.
4. Jigsaw
For this technique, we ask four groups of students to read four different articles or research four different topics that have a common theme. Usually, they do this for homework. If I have 24 students in my class, six students will be reading Article 1, six students will be reading Article 2, six students will be reading Article 3, and six students will be reading Article 4. When the students come to class, I group them by their article. This is their "home" group. They spend time discussing the article and outlining how they will present it to their peers. This gives them the confidence to share its content. Within each group, I assign each student a different letter. So for Article 1, if I have six students, I assign them A, B, C, D, E, and F. I go to each group and assign those same letters to each group. (I've also seen people line up students based on their articles, but both methods work fine). Then, all of the students regroup based on their letter. So out of the A students, I will now have four students in the group, one from each of the original four articles. The students' job is to listen to each other and take notes (often in a graphic organizer I've created).

For those of you who are unfamiliar with this method, it might sound like a lot of work, but it really is quite easy to organize. The benefit is the students learn about four related articles without having to read them all. I used to do this when we talked about modern genocide as it related to the Holocaust text I was teaching. Instead of asking the students to research many countries, I assigned four countries to four groups. In the end, the students were responsible for sharing about the country they researched, and as a group, connecting that knowledge to the text.
5. Concentric Circles
We have an equal number of students in an inner circle and in an outer circle. The students in the inner circle face the students in the outer circle, and each student is paired with another student. I ask a discussion question (e.g. What did you think about the decision of the trial?) and only the inner circle person can speak. The outer circle person can only listen. Then, I ask the same question to the outer circle person, and his or her job is to listen. This teaches listening skills, and it also teaches the speaker to elaborate. After about thirty seconds, I ask the inner circle to rotate clockwise three people to swap partners (or however many times I feel like). I ask a different question (or sometimes, the same question!). The same process continues (either the inner or outer circle person is in charge of speaking and then it swaps). Then, I have the outer circle rotate counter-clockwise two people to swap partners. The students have fun discussing the questions with different people each time, and they find the turning of the circles to be wildly fun.
6. Give One, Get One
I ask the students to fold a piece of paper lengthwise so they have two columns. Then, I ask them to write everything they learned from the text in the right hand column. I tell them the more they write down, the better. When they are finished, I ask them to write numbers 1 through 10 in the right-hand column. Their job is to go around the room and to collect (from ten different peers) ten ideas that they don't have on the left-hand side of their papers. This requires them to spend time with each peer, reviewing the information they learned and wrote down, and find something they missed or didn't consider. They groan when you tell them what they have to do, but while they discuss the text, they are always laughing at the obscure or specific facts their peers come up with.
7. Post-It Walk
I post four to six major discussion questions in different areas of the room. I put small groups of students at each question and give them post-it notes. Their job is to discuss the question in front of them and write one idea/topic they discussed on the post-it note. Then, the entire class rotates clockwise. They read the question, read the post-it(s) from a previous group or groups. Their job is to discuss the question and come up with something different to put on their post-it note. After groups have rotated and put post-it notes on every discussion question, the groups stay at the last question on the wall. They are required to share out to the entire class one or two great ideas from the post-its on the question in front of them.
8. Pass the Butcher Paper
Students sit in groups. In front of each group is a different character (or topic). I ask them a question about that character (e.g. What do we know about him/her based on his/her actions in the book thus far?). They write notes on the butcher paper. Then, they pass the butcher papers clockwise, and they receive a new character. Their job is to read the notes of the previous group. Then I ask a different question (e.g. How do you predict the character will act in the rest of the novel?). They write notes, and we keep passing. This allows the students to see the ideas of many of their peers about different questions, and they feel like they are working as a whole class to create a complex understanding of each character. We post the butcher paper in the room.
9. Four Corners
This works best as a pre-reading activity for a book, but it could be modified for any subject area. I did it in my Methods class as an undergraduate student and loved it. My students enjoyed it, too. I provide a handout with major themes from a novel (e.g. Revenge is justifiable.), and ask students to circle "Strongly Agree," "Agree," "Disagree," or "Strongly Disagree" for each statement. Then I read the questions aloud and ask students to walk to the corner of the room that has the sign ("Strongly Agree," "Agree," "Disagree," "Strongly Disagree") that matches their opinions. I ask a volunteer from each corner to share his/her opinion. This often leads to heated debates, and it gets the students thinking about the novel.
10. Facts of Five
Ask students to write down the five main ideas they got from a text. (This can be adjusted in a variety of ways, but it is good to require students to write five ______. For instance, they might write down five ways to connect the text to the real world.) Then, ask students to get into groups of three. Their job is to talk through each of their lists and pair the fifteen ideas down to five ideas. Then, their group of three joins another group of three. The six group members talk through their ideas and reach a consensus of the top five ideas. Then, all of the groups share out, and we have a class discussion to agree on the five, main points. This discussion technique requires groups to talk through ideas and determine essential, important concepts from a text. It also allows students to spend time considering how their ideas fit in with the ideas of their peers.
11. The Pinwheel
I just came across this neat technique by Sarah Brown Wessling. I recommend you watch the 7-minute video to see how it is organized. Students are arranged into a pinwheel shape. Three groups are each assigned to a different author, and a fourth group serves as "provocateurs" who ask probing questions. This would be a great way to synthesize multiple texts that you have read in class.
Please, please post a comment explaining any methods that I've missed, and I will incorporate your ideas into the post! Want more ideas? Check out this page more closely related to novels!

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My favorite part about teaching is that teachers love to share resources. We are a community. The more I teach methods courses at the university level, the more frequently I find myself sharing some ways I've hosted classroom discussions. I did not create any of these ideas below, and sadly, I cannot even share the source of the methods.

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Listen to this post as a podcast:
When I worked with student teachers on developing effective lesson plans, one thing I always asked them to revise was the phrase "We will discuss."
We will discuss the video. We will discuss the story. We will discuss our results.
Every time I saw it in a lesson plan, I would add a note: "What format will you use? What questions will you ask? How will you ensure that all students participate?" I was pretty sure that We will discuss actually meant the teacher would do most of the talking; He would throw out a couple of questions like "So what did you think about the video?" or "What was the theme of the story?" and a few students would respond, resulting in something that looked like a discussion, but was ultimately just a conversation between the teacher and a handful of extroverted students; a classic case of Fisheye Teaching.

The problem wasn't them; in most of the classrooms where they'd sat as students, that's exactly what a class discussion looked like. They didn't know any other "formats." I have only ever been familiar with a few myself. But when teachers began contacting me recently asking for a more comprehensive list, I knew it was time to do some serious research.

So here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging. If you've struggled to find effective ways to develop students' speaking and listening skills, this is your lucky day.

I've separated the strategies into three groups. The first batch contains the higher-prep strategies, formats that require teachers to do some planning or gathering of materials ahead of time. Next come the low-prep strategies, which can be used on the fly when you have a few extra minutes or just want your students to get more active. Note that these are not strict categories; it's certainly possible to simplify or add more meat to any of these structures and still make them work. The last group is the ongoing strategies. These are smaller techniques that can be integrated with other instructional strategies and don't really stand alone. For each strategy, you'll find a list of other names it sometimes goes by, a description of its basic structure, and an explanation of variations that exist, if any. To watch each strategy in action, click on its name and a new window will open with a video that demonstrates it.

Enjoy!
a.k.a. Chat Stations
Basic Structure: Stations or posters are set up around the classroom, on the walls or on tables. Small groups of students travel from station to station together, performing some kind of task or responding to a prompt, either of which will result in a conversation.

Variations: Some Gallery Walks stay true to the term gallery, where groups of students create informative posters, then act as tour guides or docents, giving other students a short presentation about their poster and conducting a Q&A about it. In Starr Sackstein's high school classroom, her stations consisted of video tutorials created by the students themselves. Before I knew the term Gallery Walk, I shared a strategy similar to it called Chat Stations, where the teacher prepares discussion prompts or content-related tasks and sets them up around the room for students to visit in small groups.
a.k.a. Values Continuum, Forced Debate, Physical Barometer, This or That
Basic Structure: A statement that has two possible responses-agree or disagree-is read out loud. Depending on whether they agree or disagree with this statement, students move to one side of the room or the other. From that spot, students take turns defending their positions.

Variations: Often a Philosophical Chairs debate will be based around a text or group of texts students have read ahead of time; students are required to cite textual evidence to support their claims and usually hold the texts in their hands during the discussion. Some teachers set up one hot seat to represent each side, and students must take turns in the seat. In less formal variations (which require less prep), a teacher may simply read provocative statements students are likely to disagree on, and a debate can occur spontaneously without a text to refer to (I call this variation This or That in my classroom icebreakers post). Teachers may also opt to offer a continuum of choices, ranging from "Strongly Agree" on one side of the room, all the way to "Strongly Disagree" on the other, and have students place themselves along that continuum based on the strength of their convictions.

Basic Structure: Students are divided into 4 groups. Three of these groups are assigned to represent specific points of view. Members of the fourth group are designated as "provocateurs," tasked with making sure the discussion keeps going and stays challenging. One person from each group (the "speaker") sits in a desk facing speakers from the other groups, so they form a square in the center of the room. Behind each speaker, the remaining group members are seated: two right behind the speaker, then three behind them, and so on, forming a kind of triangle. From above, this would look like a pinwheel. The four speakers introduce and discuss questions they prepared ahead of time (this preparation is done with their groups). After some time passes, new students rotate from the seats behind the speaker into the center seats and continue the conversation.

Variations: When high school English teacher Sarah Brown Wessling introduced this strategy in the featured video (click Pinwheel Discussion above), she used it as a device for talking about literature, where each group represented a different author, plus one provocateur group. But in the comments that follow the video, Wessling adds that she also uses the strategy with non-fiction, where students represent authors of different non-fiction texts or are assigned to take on different perspectives about an issue.
a.k.a. Socratic Circles
Basic Structure: Students prepare by reading a text or group of texts and writing some higher-order discussion questions about the text. On seminar day, students sit in a circle and an introductory, open-ended question is posed by the teacher or student discussion leader. From there, students continue the conversation, prompting one another to support their claims with textual evidence. There is no particular order to how students speak, but they are encouraged to respectfully share the floor with others. Discussion is meant to happen naturally and students do not need to raise their hands to speak. This overview of Socratic Seminar from the website Facing History and Ourselves provides a list of appropriate questions, plus more information about how to prepare for a seminar.

Variations: If students are beginners, the teacher may write the discussion questions, or the question creation can be a joint effort. For larger classes, teachers may need to set up seminars in more of a fishbowl-like arrangement, dividing students into one inner circle that will participate in the discussion, and one outer circle that silently observes, takes notes, and may eventually trade places with those in the inner circle, sometimes all at once, and sometimes by "tapping in" as the urge strikes them.
a.k.a. Affinity Diagramming
Basic Structure: Give students a broad question or problem that is likely to result in lots of different ideas, such as "What were the impacts of the Great Depression?" or "What literary works should every person read?" Have students generate responses by writing ideas on post-it notes (one idea per note) and placing them in no particular arrangement on a wall, whiteboard, or chart paper. Once lots of ideas have been generated, have students begin grouping them into similar categories, then label the categories and discuss why the ideas fit within them, how the categories relate to one another, and so on.

Variations: Some teachers have students do much of this exercise-recording their ideas and arranging them into categories- without talking at first. In other variations, participants are asked to re-combine the ideas into new, different categories after the first round of organization occurs. Often, this activity serves as a good pre-writing exercise, after which students will write some kind of analysis or position paper.
a.k.a. Speed Dating
Basic Structure: Students form two circles, one inside circle and one outside circle. Each student on the inside is paired with a student on the outside; they face each other. The teacher poses a question to the whole group and pairs discuss their responses with each other. Then the teacher signals students to rotate: Students on the outside circle move one space to the right so they are standing in front of a new person (or sitting, as they are in the video). Now the teacher poses a new question, and the process is repeated.

Variations: Instead of two circles, students could also form two straight lines facing one another. Instead of "rotating" to switch partners, one line just slides over one spot, and the leftover person on the end comes around to the beginning of the line. Some teachers use this strategy to have students teach one piece of content to their fellow students, making it less of a discussion strategy and more of a peer teaching format. In fact, many of these protocols could be used for peer teaching as well.

Basic Structure: Another great idea from Sarah Brown Wessling, this is a small-group discussion strategy that gives students exposure to more of their peers' ideas and prevents the stagnation that can happen when a group doesn't happen to have the right chemistry. Students are placed into a few groups of 4-6 students each and are given a discussion question to talk about. After sufficient time has passed for the discussion to develop, one or two students from each group rotate to a different group, while the other group members remain where they are. Once in their new group, they will discuss a different, but related question, and they may also share some of the key points from their last group's conversation. For the next rotation, students who have not rotated before may be chosen to move, resulting in groups that are continually evolving.

Basic Structure: Two students sit facing each other in the center of the room; the remaining students sit in a circle around them. The two central students have a conversation based on a pre-determined topic and often using specific skills the class is practicing (such as asking follow-up questions, paraphrasing, or elaborating on another person's point). Students on the outside observe, take notes, or perform some other discussion-related task assigned by the teacher.

Variations: One variation of this strategy allows students in the outer circle to trade places with those in the fishbowl, doing kind of a relay-style discussion, or they may periodically "coach" the fishbowl talkers from the sidelines. Teachers may also opt to have students in the outside circle grade the participants' conversation with a rubric, then give feedback on what they saw in a debriefing afterward, as mentioned in the featured video.

Basic Structure: One student assumes the role of a book character, significant figure in history, or concept (such as a tornado, an animal, or the Titanic). Sitting in front of the rest of the class, the student responds to classmates' questions while staying in character in that role.

Variations: Give more students the opportunity to be in the hot seat while increasing everyone's participation by having students do hot seat discussions in small groups, where one person per group acts as the "character" and three or four others ask them questions. In another variation, several students could form a panel of different characters, taking questions from the class all together and interacting with one another like guests on a TV talk show.
a.k.a. Pyramid Discussion
Basic Structure: Students begin in pairs, responding to a discussion question only with a single partner. After each person has had a chance to share their ideas, the pair joins another pair, creating a group of four. Pairs share their ideas with the pair they just joined. Next, groups of four join together to form groups of eight, and so on, until the whole class is joined up in one large discussion.

Variations: This structure could simply be used to share ideas on a topic, or students could be required to reach consensus every time they join up with a new group.

Whereas the other formats in this list have a distinct shape-specific activities you do with students-the strategies in this section are more like plug-ins, working discussion into other instructional activities and improving the quality and reach of existing conversations.

One of the limitations of discussion is that rich, face-to-face conversations can only happen when all parties are available, so we're limited to the time we have in class. With a tool like Voxer, those limitations disappear. Like a private voice mailbox that you set up with just one person or a group (but SOOOO much easier), Voxer allows users to have conversations at whatever time is most convenient for each participant. So a group of four students can "discuss" a topic from 3pm until bedtime-asynchronously-each member contributing whenever they have a moment, and if the teacher makes herself part of the group, she can listen in, offer feedback, or contribute her own discussion points. Voxer is also invaluable for collaborating on projects and for having one-on-one discussions with students, parents, and your own colleagues. Like many other educators, Peter DeWitt took a while to really understand the potential of Voxer, but in this EdWeek piece, he explains what turned him around.

A backchannel is a conversation that happens right alongside another activity. The first time I saw a backchannel in action was at my first unconference: While those of us in the audience listened to presenters and watched a few short video clips, a separate screen was up beside the main screen, projecting something called TodaysMeet (update: TodaysMeet has shut down. Use YoTeach! instead.) It looked a lot like those chat rooms from back in the day, basically a blank screen where people would contribute a few lines of text, the lines stacking up one after the other, no other bells or whistles. Anyone in the room could participate in this conversation on their phone, laptop, or tablet, asking questions, offering commentary, and sharing links to related resources without ever interrupting the flow of the presentations. This kind of tool allows for a completely silent discussion, one that doesn't have to move at a super-fast pace, and it gives students who may be reluctant to speak up or who process their thoughts more slowly a chance to fully contribute. For a deeper discussion of how this kind of tool can be used, read this thoughtful overview of using backchannel discussions in the classroom by Edutopia's Beth Holland.
a.k.a. Accountable Talk
Talk moves are sentence frames we supply to our students that help them express ideas and interact with one another in respectful, academically appropriate ways. From kindergarten all the way through college, students can benefit from explicit instruction in the skills of summarizing another person's argument before presenting an alternate view, asking clarifying questions, and expressing agreement or partial agreement with the stance of another participant. Talk moves can be incorporated into any of the other discussion formats listed here.

Whole Brain Teaching is a set of teaching and classroom management methods that has grown in popularity over the past 10 years. One of WBT's foundational techniques is Teach-OK, a peer teaching strategy that begins with the teacher spending a few minutes introducing a concept to the class. Next, the teacher says Teach!, the class responds with Okay!, and pairs of students take turns re-teaching the concept to each other. It's a bit like think-pair-share, but it's faster-paced, it focuses more on re-teaching than general sharing, and students are encouraged to use gestures to animate their discussion. Although WBT is most popular in elementary schools, this featured video shows the creator of WBT, Chris Biffle, using it quite successfully with college students. I have also used Teach-OK with college students, and most of my students said they were happy for a change from the sit-and-listen they were used to in college classrooms.

An oldie but a goodie, think-pair-share can be used any time you want to plug interactivity into a lesson: Simply have students think about their response to a question, form a pair with another person, discuss their response, then share it with the larger group. Because I feel this strategy has so many uses and can be way more powerful than we give it credit for, I devoted a whole post to think-pair-share; everything you need to know about it is right there.

TWO MORE YOU'LL LOVE

Since writing this post, I have learned about two more discussion strategies that teachers are finding to be incredibly effective and powerful for getting students to talk, especially about books and other texts:

This protocol has students come up with their own Thoughts, lingering Questions, and Epiphanies from an assigned reading. Teachers who have used this method say it has generated some of the richest conversations they have ever heard from students!

This strategy places students into one-on-one conversations, getting them to learn each others' names better and create a track record of what they talked about. Excellent for classes where you want to assess for discussion and help students get more comfortable with each other.

So what else do you have? I would like to think this is a pretty complete list, but I'm sure more strategies are out there. If you use a discussion strategy that's not mentioned here, please share it below.

Come back for more.
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The Big List of Class Discussion Strategies

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Here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging.

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Video from TRI Day

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The Twitter Experiment - Twitter in the Classroom

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Used at the TRI Day

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Pre-written questions using Marzano’s question stems.

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Have students work in small groups to answer a few questions. Then divide the groups into new groups (like jigsaw) to discuss answer to one of the questions.  They then report out to other groups.  Add a Google Slide to the shareout, and you can create a discussion guide for the class afterwards.

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Used in presenter view allows you to turn on Audience Questions.  It will give you a goog.le/slides/?????? URL where people can go to ask the presenter questions. It opens a comment stream just like we used today.  It uses their google login info, but it does allow them to comment anonymously.  I haven’t played with the setting enough to know if you can block that.

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Have students in their table groups create a discussion question based on the topic we have covered in class. This question will be left at their table. Once the questions are created students will rotate (not with the same group) around to each of the tables and with their new group members discuss the question as a group and then on a piece of paper each student will write their own reflection regarding the question. Students will rotate until they have answered all the questions in class.

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13 STRATEGIES TO IMPROVE CLASSROOM DISCUSSION

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13 STRATEGIES TO IMPROVE CLASSROOM DISCUSSION

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Leo Tolstoy's tells the story of two brothers who are offered the opportunity to find happiness. One chooses to go on a journey and finds happiness-as well as difficulties-along the way, while the other stays at home and leads a happy but uneventful life. When Jasmine Williams' fifth-grade students at Carter School of Excellence in Chicago read The Two Brothers, they held classroom discussions around this question: Which brother made the better choice?

Williams' students sat in a circle, holding their books and graphic organizers filled with notes. "I believe the older brother made the best decision," said one student, "because in the text, the author said that he weighed all the negative possibilities and risks first." And with that first interpretation they're off and running.

Citing textual evidence is about more than rattling off quotes from the story. It involves selecting and interpreting just the right evidence, says John Riley, the Great Books Foundation's director of professional learning. "Ultimately, textual evidence is what makes students' answers credible."

Classroom discussions are a perfect place to develop students' ability to use textual evidence. In classroom discussions, students work with multiple ideas and have to balance new ideas with their original conclusions. It's a challenging task. Using evidence in discussion strengthens students' comprehension and confidence. "It's really, really good for kids," says Jenny Knol, ESL teacher with Sumner County Schools in Gallatin, Tennessee. "I think they're empowered by it. They feel better about themselves when they can prove something."

As teachers know well, finding and using textual evidence is challenging for students-choosing a solid piece of evidence or creating a clear interpretation can be overwhelming. These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text.

1. Choose texts that inspire debate.

Stories that are driven by character actions and motivation are the ones that inspire discussion. Texts that inspire questions encourage students to return to the text and find support for their answers. Look for stories that naturally raise questions about why characters do what they do.

2. Use your greatest tool: good questions!

Questions are the greatest tool you have to prompt and encourage student thinking. By starting with one overarching focus question like "Which brother made the better choice?" you can create sequences of smaller questions that prompt students to return to the text during discussion. Some ideas: What does the character say? Why did you choose that evidence? How does the evidence support your position?

3. Get evidence from the get-go.

Require students to have evidence ready at the start of the discussion. Knol sets the expectation that her students will use textual evidence, and she tells students to "prove it" so often that they anticipate her request, have their texts open, and often return to the text before she prompts them. Requiring evidence early in the discussion sets an expectation. Reinforcing that expectation turns using textual evidence into a habit.

4. Invite multiple perspectives.

Students may think that finding evidence is proof that there's one right answer. But in discussion, says Riley, evidence will actually open up a text to different interpretations. Citing evidence promotes the development of different ideas when students read two statements in two different ways. "Part of the Shared Inquiry™ method of learning is knowing that there are other people who will take that evidence and come up with another argument," says Knol. And that is fine. Establish the expectation that answers can and will diverge. "The more your classroom has an inquiry focus, the more students will be able to see other perspectives."

5. Add interpretation.

Heidi Morgan, fifth- and sixth-grade language arts teacher in New Lenox, Illinois, finds that students often want to find a quote and declare themselves done. The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.

6. Use sentence starters strategically.

Williams gives her students sentence starters to identify their evidence (e.g., "In the text ... the author mentions ..."). Then, she helps them make the bridge from evidence to interpretation with additional sentence starters ("the author uses this evidence to ... this lets us know that ..."). "The sentence starters help," she says, "because students know the direction in which they're supposed to go."

7. Develop and deepen arguments.

During discussion, send students back to the text for more evidence by prompting them to expand on a classmate's idea or deepen the discussion. Prompt students by saying, "I heard this person say something that contradicts ..." or "These students all said something similar ... does anyone have a different idea?" You want students to consider implications and bulk up their answers by developing their arguments, says Williams.

8. Slow down classroom discussions.

Stopping to get evidence slows the speed of discussion, and that's a good thing. "Most discussions move too quickly," says Riley, "and great ideas get totally lost." Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text.

9. Practice in a pattern.

To avoid a pileup of one idea, establish a discussion structure that requires debate. Every student in Williams' class must respond by addressing the claims of the people before them and then provide their counterclaims. "The easy part is making the claim," says Williams. "They become masters when they are able to use evidence to knock out someone else's claim."

10. Go for the nitty-gritty.

Once students have answered the focus question, encourage them to get into the details. Exploring specific sentences and words can engage students with additional aspects of the text and spin off into an analysis of the author's craft.

11. Anticipate and correct misunderstandings.

"Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer." If a student offers up a misunderstanding or misinterpretation, prompt him or her to go back to the text, or offer it up to the group. Either way, make sure students leave with a clear understanding of what the text said and how.

12. Encourage ownership.

Knol knows her students are making progress when she sees them move from using the prescribed list of sentence starters ("According to page ...") to putting their textual evidence in their own words. "At the beginning of the year," she says, "they're dependent on [the sentence starters], and by the end of the year, they use those naturally." Listen for how students personalize the discussion, and encourage them to develop their own voice. Once students have built a repertoire of authentic starters and prompts, create an anchor chart that makes their language a part of your class.

13. Reflect.

After their Shared Inquiry™ discussions, each student writes a reflection. They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking. Taking time to reflect solidifies the importance of textual evidence and helps students incorporate the lessons learned.

10 Textual Evidence Anchor Charts

Well-placed anchor charts are a reference for students and a tool that promotes great discussions. These 10 anchor charts will reinforce your students' skills when it comes to finding and using textual evidence.

1. Prove It

This anchor chart merges sentence starters with examples that help students see how to present their evidence in full sentences.

2. Show Me the Evidence

Sticky notes added to this anchor chart allow you to keep it up-to-date with the best ways each sentence starter was used.

3. Infer It

For discussions that center on character decisions, this bright, bold anchor chart encourages students to use textual evidence to support their character analysis.

4. Look to the Text

Use any text to create this anchor chart that prompts students to go back to the text. This chart also reinforces paraphrasing and reminds students to put ideas from the text into their own words.

5. From the Author's Point of View

Quotes and ideas from the text (in blue) and the ideas that come from them (in orange) reinforce the idea that you have to find evidence and use it to make a claim.

SOURCE: Around the Kampfire

6. Character Traits Revealed

This anchor chart can be used over and over as students use sticky notes to respond to different stories.

7. Tracking Text

Encourage students to get, use and think about evidence with this anchor chart. The levels and images (inner tube, snorkel and gold treasure) could also be used to give students feedback on how they're using textual evidence.

8. Reader Response

Use this chart to track which students are proposing textual evidence (with a box for each student) or keep track of textual evidence that students find each day (with a box for each day of discussion).

9. Character Discussion

When you're reading multiple texts about a subject, record textual evidence with different colors for each type of text (fiction and informational text, primary and secondary sources, etc.).

10. Conversation Reminders

This anchor chart keeps students grounded in the elements of a quality discussion.
By Samantha Cleaver

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13 Strategies to Improve Classroom Discussions (& Anchor Charts!)

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Leo Tolstoy's tells the story of two brothers who are offered the opportunity to find happiness. One chooses to go on a journey and finds happiness-as well as difficulties-along the way, while the other stays at home and leads a happy but uneventful life.

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Two students draw a critical thinking question from a can. First student answers, second student expands and the class listens and evaluates the response using a rubric. If the partners do not earn a perfect score, the students who critiqued must explain how the answer can be improved.

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I cant disagree that any of these ideas may / might work but once the students have particpated in any of these activities, how do I the apply it to helping students be better at speaking face to face with others and responding to their ideas?

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Students can have a virtual group discussion on a given prompt which could be an essay, article, picture, diagram, etc

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Motivate students with a social learning experience to increase engagement, drive collaboration, and build community through course content, including books, articles, web pages, videos, podcasts, and images.

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Have students pre-write questions using Bloom’s Taxonomy. They then use these in a student-led discussion.

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Non-verbal body language is important when encouraging student discussion.