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peer feedback, students sharing thoughts regarding content, questioning within lesson

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peer feedback, students sharing thoughts regarding content, questioning within lesson

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Speaking ( conversations, reading loud, question and answer, role play practice)

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Speaking ( conversations, reading loud, question and answer, role play practice)

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When we're reading a book as a close, we'll have highly structured discussion guides/prompts that basically dictate the flow of conversation and work within the reading groups. Then, we slowly lose those prompts and the students' opportunities to discuss the text opens up a lot. But then we still think back to the prompts from early in the book to make sure that they are still "thinking through" what is happening in the book at a high level.

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class discussions about what we have read

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class discussions about what we have read

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Listen to what the students have to say. Give them a voice.

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Listen to what the students have to say. Give them a voice.

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class discussions about what we have read...have to listen to what classmates said before sharing their thoughts.

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class discussions about what we have read...have to listen to what classmates said before sharing their thoughts.

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peer discussion and responding to peer perspectives

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peer discussion and responding to peer perspectives

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Ask students how they best learn and incorporate those ideas

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Ask students how they best learn and incorporate those ideas

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opening class with discussions questions relating to their own life

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opening class with discussions questions relating to their own life

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Working with other staff to bring in new ideas, and see what is working for them.

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Working with other staff to bring in new ideas, and see what is working for them.

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Listening to others ideas about their project, partner and group critiquing.

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Listening to others ideas about their project, partner and group critiquing.

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Students listen to examples and then perform them back to me.

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Students listen to examples and then perform them back to me.

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students share their life experiences in discussions

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students share their life experiences in discussions

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partner work, group work, code of behavior (one speaks, others listen, make eye contact, speak clearly, etc)

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partner work, group work, code of behavior (one speaks, others listen, make eye contact, speak clearly, etc)

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Listening ( interacting with teacher or peers, discussion, debating)

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Listening ( interacting with teacher or peers, discussion, debating)

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talking about code switching and different places types of speaking is appropriate

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talking about code switching and different places types of speaking is appropriate

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Giving students question stems to help them have academic conversations with their group members

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Giving students question stems to help them have academic conversations with their group members

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showing the kids as a whole that they have more in common than they think, regardless of what they look like on the outside

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showing the kids as a whole that they have more in common than they think, regardless of what they look like on the outside

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Students work in small group settings to share what works for them to see if it can help others. 

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Students work in small group settings to share what works for them to see if it can help others. 

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class discussions, asking questions throughout lesson

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class discussions, asking questions throughout lesson

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If a student says something smart in class about the day's topic, I always want to really key in on what is going through their head/how they came to that conclusion. I'll even go as far as to give them candy or points for their class or whatever little reward to physically demonstrate that high level thinking is valued and important. Maybe it doesn't work for half of them, but the person who said the smart thing certainly feels more empowered to do it again in the future.

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I love to ask a question, they respond, then we share out whole group.

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Using terms the students will know, then explain the terms they don't know.

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Using terms the students will know, then explain the terms they don't know.

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If we are reading we use graphic organizers and brain storm idea maps to help organize our thoughts.

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giving students opportunity to share their thoughts and ideas

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giving students opportunity to share their thoughts and ideas

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modeling what listening "looks like"

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Use a box to put in thoughts, ideas, suggestions.

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I love calling on a student in the room and asking "What did Johnny just say?" Because it is one of their peers, they often feel the need to get that question correct.

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model appropriate questions; assist students with rephrasing questions, thoughts

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model appropriate questions; assist students with rephrasing questions, thoughts

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students work in groups and pairs, sometimes the groups are assigned by me, other times the students are free to choose their partners

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class discussions, small group work, think pair share

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class discussions, small group work, think pair share

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Students are often given a question they have to brainstorm together to attempt to solve. A correct answer isn't always the goal; sometimes it's just sharing perspective.

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Teacher asking questions and encouraging student answers that utilize the vocabulary we are focusing... teacher model for students throughout the activity.

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Students share strategies for solving problems / Help explain solutions to problems

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Allow students to express their train of thought on a question. After that, guide and correct as needed.

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Allow students to express their train of thought on a question. After that, guide and correct as needed.

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Callbacks, modeling listening skills, repeating each other's responses

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Callbacks, modeling listening skills, repeating each other's responses

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Peer editing/evaluation of work. Small group discussions and whole class presentations.

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Students verbalize their solution steps to solving problems (homework review and/or lesson questions

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Students are often asked to hear others describe different methods of solving problems that may provide a different perspective or answer a question someone is afraid to ask.

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An effective way to teach communication is by modeling to the students how it looks and how it sounds. This gives the students an example of what to imitate and make it their own.

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students regularly share out their solutions, within their groups, sometimes to the entire class

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{When giving basic directions] Have students repeat back directions and/or repeat information in their own words.

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{When giving basic directions] Have students repeat back directions and/or repeat information in their own words.

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team activities, 4 corners, pair assignments

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team activities, 4 corners, pair assignments

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Students listen to examples and then offer additional strategies for coming up with a solution

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When giving directions, periodically ask students to recap what they are doing in their own words.

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Turn and Talk with specific idea to listen for

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Turn and Talk with specific idea to listen for

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Group/Partner work with specific guidelines and responsibilities.

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Group/Partner work with specific guidelines and responsibilities.

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Students created paper slide videos and flip grid presentations on various topics - they worked together to create these projects

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Providing specific jobs to students in groups allowing them to focus on one task while holding other members accountable for their job responsibility.

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We have group discussions when kids look at what other kids are doing and share their ideas with each other.

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allowing students to model their strategies for solving problems

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allowing students to model their strategies for solving problems

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Model and provide language frames to help students develop stronger communication skills. Give students multiple opportunities to practice as well.

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Allowing students to communicate and receive and give feedback during their I.B. Assessment "Project

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Allowing students to communicate and receive and give feedback during their I.B. Assessment "Project

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We consistently talk about opinions not having meaning unless they are backed by a why/source/etc. We give examples, ask "why do you think that", and other motivators to encourage students to defend their position.

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class discussion and working in small groups to share ideas

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class discussion and working in small groups to share ideas

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Student created videos to demonstrate problem solving skills

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Students learn how to produce questions and answers using new vocabulary and practice with each other.

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Students learn how to produce questions and answers using new vocabulary and practice with each other.

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Students do daily discussions warm ups relating to subject matters perilously learned in class or current events.

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Responding with evidence to justify a position or answer

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Responding with evidence to justify a position or answer

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Presentation Skills:  Norms:  Elaborate on bullets, speak clearly and assertively, be relateable, etc.

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Presentation Skills:  Norms:  Elaborate on bullets, speak clearly and assertively, be relateable, etc.

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Provide pauses during instruction to assess levels of listening

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Provide pauses during instruction to assess levels of listening

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Call on students to recap instructions given to them

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Call on students to recap instructions given to them

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Writing summaries for the answers that students have found in math word problems. 

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Writing summaries for the answers that students have found in math word problems. 

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I have my students read articles out loud (speaking) which helps them understand what they are reading more, as well as gives them the opportunity to work on their reading.

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Project presentations in groups based on self assessments.

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Project presentations in groups based on self assessments.

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Working in groups/partners to share ideas

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Working in groups/partners to share ideas

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Use of graphic organizers and questions when watching content related videos

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Use of graphic organizers and questions when watching content related videos

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Have students summarize what they've heard,

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tell somebody what I just said better than what I did. 

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tell somebody what I just said better than what I did. 

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Students analyze sources on butcher paper and have written conversations (silently) on the paper about what they think they are looking at/reading, questions they have, etc. The comments turn into conversations among students as they rotate through stations and silently communicate with each other about source material.

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Student summarize their answers as the final steps in solving word problems.

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Student summarize their answers as the final steps in solving word problems.

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Partner work to complete formative projects/tasks

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Partner work to complete formative projects/tasks