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Students facilitating discussion. In Spanish level one it was suggested to have students discuss English. I have designated Fridays as "cultural Fridays" so we can discuss in class. I am very interested to see how other disciplines  do discussions so that I can get ideas as this is a new area for me. Does anyone happen to have any suggestions on how else to integrate discussion in a first year Spanish course? How do you run your discussions? In terms of pedagogical practices, I would think our discussions across disciplines may look similar

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I can see using the same vocabulary to push "core discussion moves", which I have already been doing.  Working on a "silent discussion" tool to use and can also incorporate as much of those moves as I can into the template.

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It makes things flow better. It also makes things easier for the students and for the teachers. We all use a similar strategy and it's called the same thing in every class.

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- Incorporating more discussion into STEM, especially CS. I had a long discussion with Ben about this, and the fact that my course is so skills-based and not always focused on big-picture things (like issues in the tech industry or societal/tech issues) that can be more easily discussed in class. I asked Ben, Should I be structuring my units more to cover those topics? he seemed to say No, don't change your units just to add these opportunities for discussion.
- However because I don't use it as a process in my class, it would be helpful to have a Common Pedagogical Practice around how to hold discussion, and to bring more of it into STEM classes.

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- Shared tools (core practices handout)
- W

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When we focus on discussion, I think we begin to value our students as intellectuals and support intrinsic learning. On the college level discussions typically happen across every content from STEM to Humanities. It will be invaluable for us to look to research and our own classrooms to investigate possible commonalities of successful and authentic discussion and see how we can use them to enhance content level discussions

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I think we'd be assessing how well our students can transfer skills and processes/practices. You know, is there one skill that, as a grade, we can align on? Is there a process/practice? Is it discussion? From our students, we should be seeing mastery of skills in different academic settings

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I think we could assess a variety of things from transfer skills, but also the impact of alignment on student growth in our own curriculums/disciplines. While my focus this year is writing, I've used discussion/table talks to support student wr

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Students demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view and reach a shared decision. ---> I think this skill can easily be applied in the classroom. In classes were discussion are happening, this skill is necessary because students are supporting or disproving statements, a skill that is needed after high school.

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Students will become more familiar with the practices if they are constantly seeing them being used throughout the day.

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It would be nice to have common ways of gathering our class together, of teaching lecture, of taking notes, of doing reflections or exit tickets or quizzes, common policies regarding make-up work (just today I found myself asking Lou how he would handle giving a makeup quiz to someone who is ALWAYS late to my class - does he deserve another chance?). I find that I never know what's going on with other teachers, and I find out more about other teachers from anecdotes than I do from the teachers themselves! Especially our amazing Lit Crit crew on the 4th floor - I don't get down to you guys enough but I find I want to know more about what you're doing, as students/classes operate so differently and I want to know what it is that's making it work differently for you all.

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To support student growth. Consistency offers students familiarity and most often leads to higher academic performance, and less anxiety. It can be a tool that helps students build success in subjects they are struggling in, because of being asked to do something similar in classes they are having success in.

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It creates consistentcy and regularity for the kids. It decreases my stress level because I don't have to second guess what I'm doing, because I know what other teachers are doing too. It unites our disciplines more and gives each other a glimpse into the classrooms of other teachers.

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Students should be able to make sense of a problem and identify the best strategy or tool needed to solve.

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3A- Interpersonal skills- I think they are asked to do this quite often. In my class they are asked to do this regularly when we ask them to evaluate a person or event

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I'm really looking around how students set better goals for themselves, organize their work better, and use technology more responsibly. These are all things that affect students' ability to turn in their work on time in my class. A lot of computer time is wasted; difficult/impossible to monitor students' usage 100%. But some of our kids really struggle with working on deadline (handing in work @ the last moment). How do we get away from that model of doing things, and give kids more ownership of their work product?

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I think common pedagogical practices create rich opportunities for reflection, and if we're aligned on practices, how much would our consistency allow students to truly reflect and build an awareness of their academic identities.

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I would want our kids to fall into a routine because we have the same pedagogical practices across disciplines. No longer would there be excuses like, "But X let's me do this in their class!"

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Discussion across content would be the ability to transfer discussion skills and content learned in one discipline to the next. Example: Currently in ELA we are having discussion on Othello, race and gender. However in Global history they could connect it to look at how race and gender issues have changed over a period of time...them connecting the dots of changes from 1603 to the current. That same discussion could also be transferred to math.

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Routine and familiarity will help students. If we exercise the same pedagogical practices across disciplines then the students will better understand what is expected of them.

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2 Integrated learning: I'd like to smash all the walls separating our classes and encourage students to consider the throughlines, to identify how success in one class can lead to success in another.

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3a universal foundation skill- students convey information confidently and coherently in written or oral form. I feel like this is one we can all use and it is especially important in Spanish class

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Common discussion moves that are used.