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Do you want to discuss with student X first and I will come back to you later.

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Give sentence starters

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Get the student to share what his partner has shared during pair work.

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give yes/no questions

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Thank you Malini for sharing this...I think your idea of flipped learning/pre-lesson reading would really help with providing context and content! Students come ready and hopefully more confident.

Give some vocabulary words to help supplement their answers. Let them ride on their friends' answers first and drop comments as a start.

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provide sentence starters or simple guiding question to get students to talk

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Give students role cards / Let's Talk Cards - Discuss in Teams 

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Give students role cards / Let's Talk Cards - Discuss in Teams 

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Split the students into teams, and assign them a role using the Let's Talk Cards (e.g. person asking question / person clarifying / person restating etc.) and let them discuss a question or concept in their groups.

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Students may not know the content well enough, so we can get them do so some reading first or cover content / concepts in a previous class.

Students may not know what to do with the huge amount of content - we can provide scaffolds to help them organise their answers / ideas, by giving them thinking steps.

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Get them to type out their responses on Padlet for example or write it down on a guided worksheet first so they are better prepared if they have to share. We can then get them to share with a partner first to build confidence.

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Use wrong answer as a non-example and get peers to comment and respond to the mistake without being critical.

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Get students to pen down e.g. 3 things they had learnt, 2 things they wish to clarify etc.

Perhaps get just 1 peer to comment on what they had written, and teacher collects to read through - to decide on starting point for next lesson.

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Strategically identify students to respond by calling their names during the discussion.

Use a name-randomizer to solicit responses from other students.

Can try implementing a system in class (e.g. each student gets a token and they surrender the token once they have had their turn to speak / all students must surrender their token by end of the week etc.)

Encourage the students who have done all the talking to give their classmates a chance to reflect and respond.

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can pair them up with other students to exchange ideas / thoughts, so that they can learn from their peers and will have something to say when they are called upon.

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Pick random student from a bunch of ice-cream sticks with their names on it.

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Perhaps we can consider using ICT tools to capture students' ideas / thoughts if they are too shy / not confidence to talk in front of the whole class.

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Allow students to have some time to formulate their answers first before opening the floor to responses.

Make use of SLS interactive tool whereby students are prompted to share and to see their names on the screen.

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Acknowledge the students who have answered and may want to tell them to give others to also participate

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Acknowledge the students who have answered and may want to tell them to give others to also participate

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remind them of class discussion norms

ask them to summarise someone else's response so that they have to actively listen to others in order to respond appropriately

ask them to rephrase or reword someone else's point

ask for their opinion about/build on someone else's point

ask them how their point extends or is in conflict with another point someone has raised

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Pick random students by selecting ice-cream sticks with their names on it.

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Teachers may tend to correct the students immediately when they offer the wrong answers.

The talk moves such as seeking clarification or challenging assumptions would come in handy so that they students would have a deeper understanding of the concept.

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Positive classroom culture: turn taking!

Pre-empt students the sequence of sharing so that they know when they are going to be called.

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They may be shy or afraid of making mistakes.

They also may not like to participate in discussions or see discussions as a waste of time.

We could get students talk in groups before getting a rep to share their answers.

We could also pre-assign students or randomly call students.

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Use spin the wheel (name generator) to choose students to talk.

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By drawing instead of writing / talking

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Have good faith that a rich discussion touches the lives of our young ones and grit through it! 😅

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Give them a talk move list (with sentence starters), so that they have an idea of what they can say. The talk move list also helps them to talk respectfully during class discussions.

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Use mind-maps to help them brainstorm ideas, then let them talk about the content in the mind-maps.

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Make sure of the interactive thinking tool in sls, students can write down their opinions on sls first, before they start to do class discussions. It will help to save some time.

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- They may not be aware that they are dominating the discussion, but others want a chance.

- We could ask these students to give others a chance to share their answers (discussion etiquette)

- We could also create the climate and ground rules that enable a meaningful discussion.

- We could get students to answer in full details, not 1 or 2 words. Students can also ask each other clarifying ideas to build their answers. For example, they should explain their answers when presenting their answers to their peers. They should also use technical language (e.g. mathematical terms) when discussing answers with their peers.

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get pupils to repeat

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Getting the student to rephrase/repeat what their peers have shared

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Use talking tokens/setting rules that everyone have to speak/say something during discussion

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- We can get them to vocalise their reasoning and facilitate a deeper discussion - we can get students to explain what makes an answer good and what can be improved. But we should be mindful to affirm students for their efforts.

- Teachers should also explicitly say that wrong answers can provide platforms for discussion to learn and clarify their thinking.

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get students seated near him or her to share for the soft-spoken studen.

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- do flipped learning - use HBL lessons for content-building. Make sure that students take responsibility for their own learning.

- we can use other subjects (e.g. CCE) for discussions

- we need to see that covering lessons / enabling learning can be done through student discussions and not just teacher talk.