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http://classroom.synonym.com/talking-stick-ideas-elementary-8018301.html

Group Discussions

Classroom management during whole-class discussions can get complicated when students begin to talk out of turn. Using a talking stick allows the teacher and the students to know whose turn it is to speak, and signals to others it is their turn to listen. Sitting students in a circle or semi-circle allows all participating children to see who has the stick. The talking stick can be employed during circle time, show and tell, and during brainstorming sessions. Another advantage of the talking stick is that students who might not want to speak can pass on their turn by handing the stick to the next person.

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http://cherylhicks.weebly.com/uploads/4/6/5/1/4651385/7942372_orig.jpg

1. Take an article and read it through
2. Second highlight key words or phrases within the sentences
3. After the article is highlighted, read only the highlighted words to your partner as an oral summary of your article.
4. Use the highlighted words to create your own personal poem of the article.
5. Draw a picture that depicts a personal connection to your Found Poem.

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NGSS aligned current events peak interest!

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NGSS aligned current events peak interest!

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Coastal Change Hazards Portal - real time https://marine.usgs.gov/coastalchangehazardsportal/

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Students draw 12 boxes after looking at some material.

Group students and have them write main concepts in each box.

One student says something about a box and label's it #1.

The next students chooses a box, and says something about it that relates to #1.

They label that box #2. Continue the cycle.

Week 3 Patterns 3 - Example
6 boxes in each column
Label two columns: Living and Nonliving
Have one student write the characteristics of living in the first column, box #1. The next student writes in box #2 (below box #1) what is the evidence? In box #3, student writes a synonym for that characteristics. In box #6, students need to write the proof.

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Teacher announces a topic. Students come up with as many questions as they can about the topic in three minutes. They can put these on sticky notes.

The group then goes through the questions and initials the ones they know the answer to.

They then take turns choosing a question, looking to see who initialed it, then asking them to answer.

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Give students a word to write in CAPITAL letter vertically on a paper which corresponds to a lesson, unit, or skill. Ex. RESOURCE Students use each letter of the original word as the start of another word which relates. to the TOPIC word.  Student can then add pictures to increase rigor which address each horizontal word.
Renewable
Energy
Solar
Oil
Uranium
Recycled
Conservation
Environment

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Using sticky notes, write questions and stick them underneath the students' desk or chairs.

Have them answer with a partner, then they can share out as a class or share with another group.

Another scenario, is each student answers their question then has to ask 10 other students their question. In turn, they are answering 10 other questions.

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All foldables are uploaded in Haiku under "6-8 NGSS Resources".

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1. Define the purpose of the reading. There may be more than one purpose for reading in the text, but identify the concept (standard) the students are reading for.

2. Have the student skim the reading to find the gist. have them write the gist on the bottom of the reading.

3. First read: have the students read the text and highlight or circle any words they need to know the meaning of to comprehend the text.

4. Have the table groups talk about the article, making any notes from their peers that will help them comprehend the text better.

5. Second read: have students read for the identified purpose or question that needs to be answered.

6. Discuss as a class or table groups.

7. Students may produce a product to summarize the text - poster, index card summary, non-linguistic representation, etc.

A close read is a strategy for the most aligned text and only one text should be closely read per week.

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Students take on the role of the topic to be studied for the purpose of
creating a vanity plate. Assign a topic of study. Students create a vanity plate related to the topic of study. Have them share by lining up in parallel lines,
student facing student. Rotate.

This is a creative approach to study content.

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Teachers create a list of the main topics of the lesson being taught. Each topic is wrote on poster board and taped somewhere in the room. The pages with the topics should be numbered.

Students will form groups of three or four members. Each group will have its own color marker and as they ascend on the posters, they will write what they understand about the topic listed.

Groups will have 3-5 minutes at each poster. When all groups have completed the posters, the class will discuss each of the topics and determine which responses need clarity.

The best aspect of this activity is that as students "carousel" from poster to poster, they are recording their ideas accompanied by classmates' details and illustrations.

Patterns 3 Week 1 and Week 7:
Post the seven statements on posters.
Students rotate through the posters.
Agree and Disagree, using post-it notes.
Could return to these posters in week 7 to demonstrate growth.

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The teacher will place objects with letters wrote on them inside of a container. Students will each withdraw the objects from the container. After a moment to reflect on the lesson, each student will make a statement that starts with the letter drawn.

Participation requires that students are fluent in their understanding of the content and have effective communication of lesson vocabulary.

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https://www.teachingchannel.org/videos/sticks-spoons-student-engagement

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Students think of 4 words that summarize the main idea of the lesson being taught. In groups, they share with one another by making a list of words they
all agree on. After the list is made, it is narrowed down to the 2 most popular terms. The final group challenge is to determine which of the last two words is more exemplary in describing the lesson, leading to 1 word per group.

This activity requires students to collaborate with one another and respectfully determine which one word is the most related to the content.

You may use this strategy as an introduction to a bigger class discussion. This is a great way to implement higher-order thinking while enhancing peer involvement.

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Teacher will put up a string the length of the room. On one side of
the string there will be a sign that reads "What we know a lot" and on the other it will say "What we need to know more about". Or "Wildfires are a natural even that impact climate change" and on the other "Hurricanes are a natural event that impacts climate change".

Then pair students up and have them find/review evidence for their claim. have the group or groups on each side make a poster.

Example:
One side labelled for living and one side nonliving.
Students make a poster of a living or nonliving.
On the back of the poster, students are writing the characteristics that make their drawing living or nonliving.
Hang their poster where they think it belongs on the clothesline.
Students must justify their placement.

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The teacher will fold an index card in four. Each section is numbered 1-4 or A-D. Students use these hand held response cards to answer the teacher during class discussions.

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1. Three
After the lesson, have each student record three things he or she learned from the lesson.
2. Two
Next, have students record two things that they found interesting and that they’d like to learn more about.
3. One
Then, have students record one question they still have about the material.
4. Review
Finally, the most important step is to review the students’ responses. You can use this information to help develop future lessons and determine if some of the material needs to be taught again.

Use Three-Two-One at any time during a lesson to encourage students to think about their learning:
• As a Check for Understanding during any portion of the lesson
• During class discussions as a way for students to record their thoughts
• As a closing activity so that students can review what was learned in the lesson
• As an exit ticket at the end of the class period

Variation: Pyramid 3-2-1
Have the students create a triangle and divide it into three sections horizontally. In the bottom section, the students record three things they learned for the day. In the middle section, the students record two questions they have. In the top section, the students describe how the information learned is applicable to their everyday lives.

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1. Write
Create six questions or prompts about the current topic of study, and write each one on a piece of chart paper or on a white board. Hang or place the questions or prompts in various places around the classroom to create six stations. Images, documents, problems, or quotes may also be used.
2. Group
Group students into teams of three to five students, depending on the size of the class. Each group should start at a different station.
3. Begin
At their first station, groups will read what is posted and one recorder should write the group’s responses, thoughts, and comments on the chart paper or white board. For individual student accountablility, you may also have the students record their own responses on a worksheet (see template below), or put their initials below what they wrote. Having different colored markers for each student is also an option.
4. Rotate
After three to five minutes, have the groups rotate to the next station. Students read and discuss the previous group’s response and add content of their own. Repeat until all groups have visited each station. To involve all group members, you can  have groups switch recorders at each station.
5. Monitor
As the teacher, it is important to monitor the stations while the students paricipate. You may also need to clarify or provide hints if students don't understand or misinterpret what is posted at their station.
6. Reflect
Have students go back to their first station to read all that was added to their first response. Bring the class back together to discuss what was learned and make final conclusions about what they saw and discussed.

When to Use

Use a Gallery Walk at any point in the lesson to engage students in conversation:
• After reading a story to discuss ideas, themes, and characters
• After completing a lab to discuss findings and implications
• To examine historical documents or images
• Before introducing a new topic to determine students’ prior knowledge
• After students have created a poster or any other type of display project, or even before they submit it for a grade, use  I Like, I Wonder, Next Steps (see below)
• To solve a math problem using UPS√
• To generate ideas or pre-writes

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http://phyphox.org/experiments/

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The basic idea is that a student plays the role of a character (from a book, from history, or any topic they know well) and takes questions from an audience of classmates. For instance, during a unit in which each student chose an animal to research and study, they took turns on the hot seat “being” their animal and answering questions about their adaptations, survival strategies, and so on. The hot seat technique is great for exploring characters’ motivations. This could be used for topics such as climate change, adaptations etc.

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Fold a piece of red cardstock paper in half. Do the same for a piece of yellow cardstock.

Place one of each color on each table groups table.

Students put up the yellow card if they need the teacher's help, but can continue to work. The student put up the red card if they are stuck and cannot move on.

This allows the teacher to rotate throughout the class and attend to the most immediate needs.

This strategy also keeps students on task and assists with teamwork and engagement.

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1. Split the Class
Decide which half of the students will form the inside circle and which half will form the outside circle.
2. Question
Put a question or statement on the board.  Give students at least ten seconds to think of an answer on their own.
3. Share
Ask students in the inside circle to share their response with the classmate facing them in the outside circle. When they have done this, ask them to say "pass,” at which point their partners in the outside circle will share their responses.
4. Rotate
On your signal, have the outside circle move one step to the left or right and discuss the same question with the new partner. Option: post a new question or give the new partners a different discussion point.

When to Use

Use Inside/Outside Circle at any point in the lesson to structure meaningful conversation:
• Before introducing new material to begin a discussion or highlight key issues in the presentation to come
• During a lesson to process important concepts before applying them in group or independent work
• After a reading to discuss key concepts
• Before an assessment to review information
• As a way to practice solving problems with assistance from a partner

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This is a great strategy for classroom discussion and development of opinions or ideas around content.  The teacher sets up a determined amount of chairs in a circle, and students sit in those chairs and the others students line up behind the chairs standing so that each line is about equal.  The teacher starts the discussion by asking a question or posing an idea which would start debate, then the students sitting in the front in the chair begin to discuss the topic.  The students standing up behind the chairs can not contribute to the discussion unless the person in front of them in the chair has spoken and the student standing up taps the person in front of them on the shoulder (which means to switch positions).  Once the students that tapped out the student sitting down takes the front position sitting down, that student is now allowed to contribute the the conversation. Many times a teacher will tell the students a certain number of times they must contribute to the discussion in order to receive credit for the activity.  (Bell to Bell Instruction, Luekenga and Gina Davis, Columbia High School)

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Graffiti is a cooperative brainstorming process used at anytime during instruction.  Students work in groups with assigned roles to answer previously assigned questions or topics on large sheets of paper.  As the time period ends for each question, either the groups rotate to the other groups until all groups have answered each question.  Once a group returns to their original questions, they summarize and generalize the information answered and present it to the class.  (Estes, Mintz & Gunter: Instruction: A models approach, 6th edition pg. 263-265)

Example:
Ecosystem Journal
Place pictures and captions on poster paper.

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Possibly the easiest way to differentiate
•Allow students to make choices about how they demonstrate what they’ve learned, whether they write an essay, make a poster, or act out a scene.
•Be clear about your expectations, possibly using a rubric; then allow students to meet the requirements in their own way.
•This also works well when you have limited resources because not all students need to same materials and equipment at the same time.

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Give each student a small stack of sticky notes (5-10 notes, depending on how many responses you anticipate)
•Present students with a question related to the content. Questions with multiple correct answers or that ask for opinions or votes work well.
•Students write one answer or response on each sticky note

•Question Ideas: •Which animal is most important to sustaining the jungle ecosystem?
•What are your three favorite books that you read last year?
•What activities should we plan for our class picnic?

•The Process: •After students finish writing their answers, have them place all of their sticky notes in a designated spot on a wall or white board.
•Students work together to find and group sticky notes with the same or similar answers (stick the notes in clusters or in lines to create a bar graph)
•Discuss which responses where most common and why

•Optional: Leave the sticky notes on the wall during additional lessons on the concept/topic. After students have learned more, have give them the opportunity to change their response (and have them explain their reason for wanting to change their answer).

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Provide opportunity for students to respond and reflect on day’s learning. Helps you to know where they stand for planning next lessons. Increases memory retention for students.
•Keep a stack of blank index cards on hand to give to students at the end of class. Have students respond on the card to something from the day’s lesson. •Ideas:
•Draw a sketch that demonstrates _______________ (a key concept from that day’s lesson)
•What one thing from today’s lesson would you like to know more about?
•What one thing from today’s lesson did you find most interesting?
•Ask a question from the day’s lesson content.
•Ask a question that requires higher-level thinking or connections to “real-life”: •Which of the generals leading this battle showed the most bravery? Why?
•How would this math skill would be used in science? in cooking? in construction?
•Which of these people/ideas/concepts/events is the most important/useful/worth remembering? Why?

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Works well with small groups needing to cover large amounts of material
•Divide the material to be covered in 3-5 parts. Put the same number of students in each small group. One student is each group is assigned to cover one of the parts of the materials. The student’s job is to become the “expert” on their portion of the material so that they can then share what they’ve learned with the rest of their group.

•Students read their assigned material independently
•Students meet with those from other groups that read the same material to discuss what was most important and what needs to be taught to their groups. (optional)
•Students meet with their small groups and to share what they’ve learned with each other. Follow with whole group discussion of the most important points

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Works especially well for students already working in small groups, especially if they are sitting at a table or cluster of desks together
•How It Works: •Present a question to the class. Announce “Heads Together!”
•Students stand up and lean in toward the others in the small group – literally heads together!
•In their group, students discuss answers to the question
•After a minute or two, announce “Heads Apart!”
•Students end their discussion and sit back down.
•Follow up with whole group discussion and continue with the lesson.

•Benefits: •Every student participates
•Standing up – that little bit of physical activity – can be enough to increase student engagement and get their focus back on the work at hand
•Leaning together helps keep the noise level down while so many student groups are having conversations at once
•Can be used as needed with no prior planning – If a lesson is dragging, if students are distracted, tired, or not paying attention, use this strategy to get them back on track and refocused.

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Use with classwork involving repetitive practice, such as a math or language worksheet
•As students work (alone or with a partner), circulate around the classroom checking answers on the students’ work. Mark correct answers on their papers with the tip of a colored marker (Crayola “Stampers” work particularly well).

•Benefits: •Students get immediate feedback on what they are doing correctly.
•Students can go back to the answers that weren’t correct and try again. (This works well when the students are in partners; they can talk through what they’ve done and help each other.) Identifying their mistakes now will help reduce the chance of repeating the same mistakes again later.
•If students are struggling, they will know that their answers aren’t correct sooner rather than later and can work to identify the mistakes they’re making instead of spending the class period repeatedly getting the problems wrong (and potentially reinforcing the incorrect way to solve the problem).

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On each wall of the classroom, post signs that say: “Strongly Agree,” “Agree,” “Disagree,” “Strongly Disagree”
•Present students with a statement related to a concept or topic currently being studied
•Have students respond to the statement by moving and standing under the sign that represents their opinion
•Give the students 1-2 minutes to discuss with in their groups why they chose that place to stand
•Optional: Have students partner with someone from another side and try to persuade them to change their opinion
•Small groups for an activity can be formed by having the students work with the others who chose the same side or by taking one person from each side to create groups of four with differing viewpoints.

Example:
Three groups: strongly agree, strongly disagree and not yet. The not yet group needs to be able to move to one side or the other by the end of the discussion.

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Six commands or questions, written on the sides of a cube. Students roll the cube and respond. Cubes may be used to differentiate by readiness or interest. Create two or three different cubes, each with questions at different levels of complexity. Assign students to work in small groups and respond (on paper or out loud) to the questions on their assigned cube.