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Sideline small group discussion following a play on the field with students who were observing the play.  They discussed how to make the play more effective by talking about the technique to work on to improve it.

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Steven Buchannan gave the  students 3 review questions and asked them to discuss how they would solve them, and what formulas or other information was needed.

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Students warmed up talking by going around in groups of 4 saying the ABC's one letter at a time. They then one word one person at a time, described how to make a peanut butter and jelly sandwich. They then use the same strategy to explain how to simplify adding fractions.

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The teacher front loaded her vocabulary with the Frayer model.  They collaborated and created a google slide with someone who had the same word that they did.

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Teacher used a sentence stem and then asked the students to talk to someone with the same color shirt.

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During the discussion the teacher would ask open-ended questions and had the students to talk it over with their shoulder partner before they shared with the class. This happened several times during the discussion.

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This teacher used a padlet to begin conversation -- students responded anonymously and individually first, and then moved into a small group to discuss what was written. Afterwards, the teacher called (at random) students to share out.

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After 12 minutes of taking a quiz, students were allowed to walk around without a writing utensil and collaborate on their answering process.  Then after 5 minutes of collaboration, students sat back down and continued their quiz.

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The teacher gave the students 15 minutes to do the quiz. After the 15 minutes, the students could collaborate for five minutes over their answers. Then he give them additional 15 minutes to complete the quiz.

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Students were asked seed questions and prompted to engage conversation.  They worked together with a partner to help each other talk through learning strategies

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Students were asked to share their opinions based on the sentence starters on their tables. Then this got the small group talking and collaborating.

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Coach Sawyer asked the students a question: What is a goal of yours. After giving them 3 min to write the goal on paper he had a system to divide the students into groups according to similar goals. Coach Sawyer had the students tell there specific goal to the group. After 12 min of group talk coach Sawyer gave each group 10 min to come up with the first 6 steps to obtaining that groups goals. Each group shared out and his exit ticket was to turn in your original goal

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Coach Johnson played a video about WW 1.  After the video she asked each table to discuss as many reasons a s possible for causes of the war.  She also had students find their solemate (shoe look alike) to discuss other questions.

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Group members were numbered 1-4, and 1s, 2s, 3s, 4s all were given a particular topic to "master". They worked independently, then with others of the same topic, and then their original group.

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Randomized partnerships were created using the students' birth months; once partnered, the student with the earlier birthday spoke first.

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Students worked in small groups to solve and then explain each step of solving the equation with each other.  Anna walked around and answered questions she changed stems and repeated.                                  Students then would stand up and through random grouping would get in small groups and answer other stems.  She repeated the group change for each proceeding equation.
Anna walked around during the entire team checking work and answering questions.

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*Quizlet LIVE - Students were randomly put in groups to form teams and the teams competed with each other. Each student were given separate answer choices (QUIZLET - LIVE) so they had to talk to each other and decide which had the correct answer.

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Students were combining to come up with answers to 3 questions that they have had time to think about individually.

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Mr. Radiguet directed each student in a group of four to read the introduction of an article in French and individually take responsibility for a single paragraph. Students discussed the title and intro as a group while summarizing their own sections one by one.

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Seed questions were used and they were written on the board at the beginning of the period. Students were directed to start reading the questions on the board once they arrived and formulate answers to the questions that would be used later in conversation. Mr. Radiguet also encourages an open form of communication in class that can help students feel less anxious about practicing their skills in a new language in front of other people.

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Students read articles about art in the first ten minutes of class, then in their small groups, they discussed what they read. Since not all students were at the same level of lexile understanding, each student had a different level of depth of contribution, although all students had the same level of expectation in contributing.

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The teacher asked students to work with their shoulder buddy to recall as much information as they could about circles (circumference, diameter, and lots of other things)

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Warm Up - "waiting for me to say... GO!" after Go - start talking. Clearly students are well trained to work their warm up with their "assigned partners in their warm ups" ... Min encourages students to share the wealth and be talking with their partners. "If you're not talking then you're not learning" Students were talking almost immediately.
After showing a new skill: Pick any 3 numbers you want with your partner and model what just learned. Go!
Rediscuss the whole process with a neighbor. Go!

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Teacher shared different locations in pieces of paper. Students chose a location and said in french where they were going and what were they doing. Students were able to talk in small groups, practice speaking and past tense.

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draw 4 quads on the desk, sort words/phrases/ideas into 4 challenges. Students then switch tables to compare their answers with other answers. Then they discussed why there were differences.

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They did part of a dance, then reflected with their partner.

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The teacher showed a short video clip of the story from the textbook. She would paused and ask the kids to identify the characters by their name. Then she used sentence starters and helping questions to have the kids describe the characters' feelings, behavior in the particular situation, and retell what they were saying.

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The teacher introduced the problem on the screen. Then she asked students to turn to their neighbor and clarify the problem for each other. Students collaborated on the solution of the problem. The teacher circulated among the students, and each group explained to the teacher the process how they were solving the problem.

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The teacher opened with a Quizlet live to get the students moving around into different groups and using cooperated group talk

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Students are given 6 quotes from the author of the book and asked to pick two to elaborate on. They are instructed to give their opinions on the quotes. They are allowed to ask each other to evaluate as they perfect the elaboration.

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She had them get in groups of three according to the color of there shirts.  She asked them a question about the effects of bullying has on a person mental health. She had each group talk about there conclusion to the class.

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Ms. Cappetta passed back their quizzes then had them talk through with their table what mistakes they made and how to fix their errors.

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Seed question...5 minute warm-up was to talk through the questions posted on the screen. These questions guided the rest of the student's work/activity through the class.

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Random (group generator) grouping to work together to annotate a chapter from the Odyssey and come up with their own chapter questions (4 different thinking levels) as if they were the teachers.

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Ice-breaker: "Talk with your table about how you have been doing with your New Years goals"...Coach Lawson structured this by adding that their goals were measurable, not subjective...he modeled it by sharing a few of his own goals and talking through how he was doing.  Students then took about 5 minutes to discuss and were engaged in this process.

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Students were working in partners even while desks are in rows. I think this is something that we are afraid of sometimes.

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I can't wait to learn more about these rotating stations -- sounds like "workshop, small group, and tech wall" are the options and students rotate each day. Also, something about "A" day. I love the processes in place in her room. Students move naturally and comfortably.

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I like the idea of doing FSGPT after students have had some individual time to work/think - hopefully that makes students more willing to share their thoughts. Students quickly and easily turned their desks to join their groups. "Give me an answer. Doesn't have to be the right answer but give an answer! That brain works!'

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Provided images to each group and had them discuss qualities that they noticed. Students did a good job of bringing in prior knowledge to their table discussions

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Mr. Barton's psychology class had in depth, student lead discussion in Developmental psychology. Students went further into discussions by asking their own questions and having amazing conversations.

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The teacher used a technique that I had seen another teacher use a year ago, when the students were reluctant to share. She had all of the students stand up, and then had them tell three facts about their historical figure before they could sit down. It worked well and it seemed to have relaxed the students some, since everyone was standing!

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The students were having conversation about the steps instructions and what they knew during the "breaks----note taking" of the assignment. It was impressive to see the students take hold of their knowledge and trust they knew how to get to their answer.

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Mr. Radiquet had his students managing their learning and only facilitating when he was asked or when they finished. They were checking with each member of their group and validating their answers before letting Mr. Radiquet look at them.

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Students worked together at their table to answer seed questions like "sculptures can be made out of_______?" "I have see sculpture ___________?" they then compared to a list of possible answers.

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Grouping by Tennis shoes, resetting my seats into groups

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Have my students delve deeper into their understanding of operons.

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Have them talk about something from the previous day while I take attendance.

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To engage my students. I count them off (or have them count off themselves) and then pair up with the person with the same number to solve a problem or discuss a concept. It gets them moving, talking, and working.