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Two students have a conversation based on a predetermined topic. All other students take notes with a specific focus.

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Two students have a conversation based on a predetermined topic. All other students take notes with a specific focus.

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Depending on whether they agree or disagree with a statement, students move to one side of the room to or the other.  From that spot, students take turns defending their positions.

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Depending on whether they agree or disagree with a statement, students move to one side of the room to or the other.  From that spot, students take turns defending their positions.

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An introductory, open-ended question is posed by the teacher. 

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An introductory, open-ended question is posed by the teacher. 

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Students continue the conversation prompting one another to support their claims with textual evidence.

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During a previous session, have students clain a page/section in a shared document.                                       As a group or individually, students give feedbak for each item in the chat or in a padlet/jamboard before moving on to the next item.

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During a previous session, have students clain a page/section in a shared document.                                       As a group or individually, students give feedbak for each item in the chat or in a padlet/jamboard before moving on to the next item.

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Goal: To advance collective understanding; To surface expertise of the group

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Goal: To advance collective understanding; To surface expertise of the group

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*For each presented strategy, students type into the chatbox without hitting enter in response to the prompt.
*Once you have given students time to type, have them all hit enter at the same time ('on the count of 3 hit enter").0..

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*Room Configuration

^Student Choice

^Assigned

*Grouping-

^Random

^Heterogenous

^Homogenous

*Establish Room Norms

^Stay focused on the task

^Participate in the discussion either verbally or in the chat.

^Be respectful of each other's viewpoints

^All members must contribute

*Jobs

^Assign roles to students

^Randomly assign or select students for roles
-Recorder
-Reporters (might have more than one)
-Time Keeper
-Task Facilitator

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CCSD Created Resources

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CCSD Created Resources

💻 CCSD Distance Education Professional Learning Support
Upcoming Professional Learning (Google Drive)
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High School SEL Resources Geometry Digital Resources (Google Doc)
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Vendor Created Resources

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Distance Education Resources | Teaching and Learning

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CCSD Created Resources 💻 CCSD Distance Education Professional Learning Support Upcoming Professional Learning (Google Drive) 🏫 CCSD School-Created Resources CCSD School-Created Resources for Distance Education (Google Drive) ✅ Canvas Frequently Asked Questions The following Frequently Asked Questions document/s have been created to address the most...

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Philosophical Chairs

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Socratic Seminar

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Gallery Walk

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Waterfall Chat

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Fishbowl

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I use waterfall chat a lot in my class to get them to share their answers without copying. I check to see who has an understanding. For example, I had students type their thesis statement in the chat so I can see everyones at once.

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I've used this in my class for a guided reading on the text. Students were asked questions as we closely read. Although it is very time consuming, I've been able to gather useful student data. Participation (in writing) is better, too.

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This strategy would work well with using SFA rubrics. 2 students could have a conversation in breakout rooms while 2 student's roles are to take notes on the quality of their answer/ evidence. The observers use the rubric to give specific feedback to the discussers.

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Socratic Seminars are my favorite thing ever. I think pulling a small group into a breakout room to have a Socratic Seminar while the rest of the class works on something else independently would work out well. You don't want seminars to be too big.

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I use breakout rooms for group discussions frequently. It is hard to plan for specific groups of kids. I generally keep the kids I want to put together in mind and if they are there that day I can group them. I like to have student go into the room with an anchor document with the questions and a space to write. Without this the group wastes time deciding who will present, who will write, or even what the question is. The timer setting is also helpful with breakout rooms. I see the kids reminding each other that they have X amount of time remaining.

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 I use this with SFA lightening round questions ~Spahn

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 I use this with SFA lightening round questions ~Spahn

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This template can be useful for argumentative writing topics and brainstorming.

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I did use this once, students thought it was fun because then they could read through all of the responses. ~Spahn

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I did use this once, students thought it was fun because then they could read through all of the responses. ~Spahn

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I have tried this. I do struggle with this one for a few reasons. Some students write much slower than others. So student sit and wait until they can submit. I have lost a few students because they went to do something for a minute while they waited. Other issues, kids have questions while doing this and erase what they wrote to ask the questions.

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This would be something that I could easily try with my students when asking them comprehension questions or when asking their opinion about a topic.

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This would be something that I could easily try with my students when asking them comprehension questions or when asking their opinion about a topic.

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Socratic seminars are interesting in person with middle schoolers. Online would be interesting because they would have these silent invisible observers. We could watch the observers take notes on GoGuardian as the discussion goes on in the Meet.