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Comment on at least one peer’s post in Step 3. Suggest strategies to overcome issues OR explain why you agree/disagree with their ideas.

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Add your response (video/text) on the topic “Common Issues and Strategies.”

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Scroll through the posts in Step 1. Leave a comment on at least one peer’s post by asking a clarification question or connecting to your own experience.

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Post a short video (or text) on “Facilitating Productive Talk.” Share your thoughts, tips, or a classroom story.

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Facilitating Productive Talk

One of the most effective ways I’ve found to facilitate productive talk in the classroom is by setting clear discussion norms from the beginning. I remind students that good discussions are built on listening actively, respecting different opinions, and building on each other’s ideas.

A simple tip I use is the “Think–Pair–Share” strategy: students first reflect quietly, then share with a partner, and finally contribute to the whole group. This ensures that everyone has a chance to process their thoughts and practice before speaking to the class.

In one Social Studies lesson, I asked students to debate whether historical events could have unfolded differently if key decisions had changed. At first, a few students dominated the discussion, but by assigning roles (summarizer, questioner, challenger), all voices became part of the conversation.

Productive talk doesn’t happen by chance—it requires structure, encouragement, and trust. When students feel safe and valued, their discussions become richer and more meaningful.

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Facilitating Productive Talk

One of the most effective ways I’ve found to facilitate productive talk in the classroom is by setting clear discussion norms from the beginning. I remind students that good discussions are built on listening actively, respecting different opinions, and building on each other’s ideas.

A simple tip I use is the “Think–Pair–Share” strategy: students first reflect quietly, then share with a partner, and finally contribute to the whole group. This ensures that everyone has a chance to process their thoughts and practice before speaking to the class.

In one Social Studies lesson, I asked students to debate whether historical events could have unfolded differently if key decisions had changed. At first, a few students dominated the discussion, but by assigning roles (summarizer, questioner, challenger), all voices became part of the conversation.

Productive talk doesn’t happen by chance—it requires structure, encouragement, and trust. When students feel safe and valued, their discussions become richer and more meaningful.

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post a video as an introduction then initiate discussion

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What can you express based on this image?

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What can you express based on this image?

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This is a positive constructive comment as I am starting from where they ended

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Introduce the topic.

Have an opening paragraph read out.

Ask do they agree - listen to your partner, you are going to tell me what they think.

Give three minutes. then choose pair and listen.

Choo

Use sticks to choose names and

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Have children use a 'talking stick' with a timer. The stick moves round the circle/group of 4 children who can add new ideas or build on the previous idea. Set up so less confident speak 3rd or last so they have ideas.

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Struktur "Dinding Bersekat" untuk Diskusi Perubahan Iklim

Bagi papan tulis, kertas plano, atau ruang digital Anda menjadi 4 Sekat Utama:

+-----------------------------------+-----------------------------------+

|             SEKAT 1               |             SEKAT 2               |
|      DAMPAK PADA LINGKUNGAN       |        DAMPAK PADA MANUSIA        |
|  (Suhu, Es Kutub, Air Laut, Dll)  |  (Kesehatan, Pangan, Ekonomi)     |
|                                   |                                   |
+-----------------------------------+-----------------------------------+

|             SEKAT 3               |             SEKAT 4               |
|        PERTANYAAN KLARIFIKASI     |        BAHASA INKLUSIF & KELOMPOK |
|  (Tempat menguji ide teman lain)  |  (Siapa mengundang ide siapa?)    |
|                                   |                                   |
+-----------------------------------+-----------------------------------+

⚙️ Bagaimana Setiap Sekat Memandu Aktivitas & Kolaborasi?

📦 Sekat 1 & 2: Pengumpulan Konten (Meredam Dominasi)

Cara Kerja: Selama fase Silent Reading dan Diskusi Tahap 1, setiap siswa wajib menempelkan catatan (sticky notes) berisi ide mereka ke dalam Sekat 1 (Lingkungan) atau Sekat 2 (Manusia).

Dampak Kolaborasi: Setiap siswa memiliki "ruang fisik" masing-masing di rak tersebut. Siswa yang dominan tidak bisa menghapus sekat milik temannya, sehingga semua ide terekam secara adil.

❓ Sekat 3: Ruang Uji Ide (Memperjelas Pemikiran)

Cara Kerja: Pada Diskusi Tahap 2, siswa dilarang langsung menyetujui ide di Sekat 1 dan 2. Mereka wajib menuliskan Pertanyaan Pemandu/Klarifikasi di Sekat 3.

Contoh: Jika di Sekat 1 ada tulisan "Es kutub mencair", maka di Sekat 3 kelompok harus menulis pertanyaan: "Bagaimana mencairnya es kutub berdampak langsung pada kota kita yang jauh dari kutub?"

🤝 Sekat 4: Kotak Hitam Kolaborasi (Bukti Pembelajaran Proses)

Cara Kerja: Setiap kali ada siswa yang menggunakan bahasa inklusif ("Shall we") atau berhasil mengundang temannya yang pendiam untuk bicara, mereka memberikan tanda centang atau menempelkan bintang kecil di Sekat 4.

Dampak Kolaborasi: Sekat ini memvisualisasikan Tujuan Kolaboratif secara real-time. Kelompok bisa melihat secara langsung apakah dinding kolaborasi mereka seimbang atau hanya diisi oleh satu orang saja.

💻 Perbedaan Penerapan "Rak Bersekat" Ini:

Jika Digital (Padlet): Anda bisa menggunakan format Layout: Shelf di Padlet. Setiap sekat menjadi satu kolom vertikal. Keuntungannya, Anda sebagai guru bisa memantau semua dinding bersekat milik seluruh kelompok langsung dari layar laptop Anda.

Jika Fisik (Papan Tulis Kelas): Setiap kelompok mendapatkan satu area di papan tulis atau satu lembar kertas plano yang sudah digaris menjadi 4 sekat. Keuntungannya, interaksi fisik saat menempelkan catatan membuat suasana kelas jauh lebih dinamis dan interaktif.

Apakah Anda akan menggunakan aplikasi digital tertentu (seperti Padlet) untuk membuat rak/dinding bersekat ini, atau Anda ingin saya buatkan panduan cara menggambarnya di kertas plano fisik untuk kelas besok?

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We can use the online tools for productive talk

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We can use the online tools for productive talk

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The Key Elements of Facilitating Productive Talk

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The Key Elements of Facilitating Productive Talk

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Set a Clear Purpose for the Discussion

Clearly explain the topic, learning objectives, and guiding questions so learners understand the focus of the discussion.

Create a Safe and Respectful Learning Environment

Encourage all learners to participate confidently.

Establish discussion norms, such as listening without interrupting and respecting different opinions.

Ask Open-Ended Questions

Use questions that encourage critical thinking rather than simple "yes" or "no" answers.

Example: "Why do you think that happened?" or "Can you explain your reasoning?"

Give Every Learner an Opportunity to Speak

Invite quieter learners to contribute.

Ensure everyone has an equal chance to share their ideas.

Encourage Learners to Provide Reasons and Evidence

Ask learners to support their opinions with facts, examples, or personal experiences.

Encourage Learners to Respond to One Another

Invite learners to agree, disagree respectfully, ask follow-up questions, or build on their classmates' ideas.

Clarify and Summarize the Discussion

Help learners clarify misconceptions, highlight key ideas, and summarize the main points of the discussion.

Reflect on the Learning

Encourage learners to reflect on what they have learned, how the discussion helped them, and what could be improved in future discussions.