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Think/Pair/Shares

Collaboration assessments

Partner activities/readings

Labs

Student Lead Whole Group Instruction

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Some students are shy, unfamiliar with topics, or are unsure and afraid to get answers incorrect because they don't want to be wrong in front of their peers.

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Not knowing what a successful discussion/collaboration looks like.

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Students afraid of being made fun of, shy, don't know the answer, quiet, unsure, etc.

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Individual assessments follow group tests and discussions. Also constantly assessing informally.

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Students would be able to show mastery through my informal observations as they discuss and I walk around. Also, through responses they share with one another.

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Follow the model of I do, we do, you do; create intentional opportunities for students (in pairs of groups) to engage and interact in meaningful discussions that are guided.

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Rubrics, Checklists, Informal Observations, Walkthroughs, One on Ones, etc.

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Informal observation, conversations they can have during guided reading/small group time when they can have meaningful conversations with out me prompting them.

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Having students collaborate & add to each others responses in an assessment about what may have not been included in each partners responses.

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Students begin every class period with a discussion prompt with their shoulder or face partner to initiate the class with peer engagement. Reading groups focus on student discussion in pairs or group.

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Possibly by having students read and annotate an article to help prepare them for a discussion within their small groups. As students read they can answer and discuss a question or two about what was read or a focal point of a specific section that could draw out discussion.

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Choice Partners, Think-Pair-Shares, Small Group Discussions, Predetermined partners with a prompt set up ahead of time, group projects, etc. Brainstorm ahead of time then move into activity.

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Think Pair Share. Also giving students practice assessments that they work on in small groups. They have to do the assessment on their own and then they have the chance to discuss their answers with other members of their group.

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Language barriers, personal insecurities, lack of opportunity, lack of scaffolding

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Students are unsure of themselves and don't want to be "wrong"

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Group/partner discussions, group work (creating films with peers highly depends on communication/conversations)

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impatient students doing their own thing.

students unwilling to collaberate during the activity.

Quiet students unable to give feedback.

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Students judging other students, language barriers, or just uncomfortable speaking in front of peers.

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Potential lack of focus or engagement; processing time of verbal information; fear of peer judgement or lack of confidence in their own perceptions

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Fear of being "wrong" or having a "dumb idea". Sometimes, the point of creative activities is just to explore ideas and see what happens

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Student confidence in a large setting.

Having students start the conversation effectively.

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Informal observations. Students would be actively engaged in conversations, participating frequently, encouraging feedback

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Students are able to work collaboratively with the teacher and each other when discussing feedback on a section of a piece they are working on. They are able to use common language that effectively communicates rehearsal skills and concepts.

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I don't assess individuals during this time but we have them discuss what worked and what didn't and why.

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As long as they are able to form an answer or opinion with a reason to back it up. Music is very subjective, so there are rarely "wrong" answers. The goal is creating an idea and supporting it with your thoughts

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Looking in their art portfolios and seeing a picture of their art work as well as the artist statement that they had wriiten

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Informal observations to see if the students collaborated effectively and agreed on the correct answer.

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During team-building activities we have students brainstorm ideas before trying them out

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Restorative conferences allow students to speak, but also requires them to listen to others' points of view in order to find common ground or resolve a situation.

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I would ask a specific instrument section a question that is related to their instrument. Give them time to collaborate and figure out the answer.

Whole group discussions

Peer evaluation

Conversations about the music repertoire

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Students would be able to discuss feedback given throughout rehearsal in real time, as well as adding their own feedback for themselves and their peers. They would be able to process feedback received and apply it to their learning immediately.

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Students are afraid of judgement from others. Frequently, I have students approach me later on (privately or small group) to finish a conversation. Language barriers are also a factor.

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Conversations/interpretations about musical choices and intentions made by the composer and what effect it has on the outcome of the piece

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I would have students share their ideas at their tables first and then share as a whole group.

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Larger class sizes

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Team building opportunities

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Students have a hard time knowing where to start or only 1 student may be talking while everyone else just listens.

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Sometimes students feel overwhelmed and they have trouble getting started.

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Students might face social challenges or fears of participating. Use positive feedback and encouragement to overcome fears and continue to limit cell phone use throughout the school day.

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Students might face social challenges or fears of participating. Use positive feedback and encouragement to overcome fears and continue to limit cell phone use throughout the school day.

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Academic language and lack of background knowledge can hinder strong discussion questions. As well as shyness and fear of not knowing the answer. Some students would rather write their answers rather than verbalize what they are thinking in fear of looking silly in front of their peers.

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I would listen for math vocabulary and problem solving strategies in their group discussions and give feedback. I also would give groups SBG based on what I heard from their group.

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Informal observations during student discussions.

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Using a rubric to assess what they are discussing, formative assessments based on their discussions, observations of students.

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I would ask table groups to work on a problem together. When they finish the problem, the whole group raises their hands and shares their solution/ideas.

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Move around the room and use verbal prompts and proximity to encourage students to interact with peers. Encourage students to respond and give feedback.

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Move around the room and use verbal prompts and proximity to encourage students to interact with peers. Encourage students to respond and give feedback.

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When discussing new skills or working on practice problems. I have students work in pairs or a table group to allow a natural follow of discussion that is math focused.

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informal observations of the students during different activities

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Class discussions, table discussions, allowing kids to work with their peers at their assigned seats, not necessarily with their friends. Having guided questions to guide their mini discussions.

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Talking to their table partners before coming up to the board to share the group's idea with the whole class

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Encouraging students to interact verbally by designing lessons that encourage peer interaction as opposed to individual achievement.

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Encouraging students to interact verbally by designing lessons that encourage peer interaction as opposed to individual achievement.

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Students don't feel comfortable in general talking in front of others. They might think that other students will judge what they say.

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Students may not feel comfortable talking in groups or speaking aloud to the whole class. Students may also be concerned with not having the "right" answer. Students' background knowledge may also affect their ability to participate in class discussions.

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Using a rubric based on speaking and listening skills in addition to collaboration and comprehension. Walking around the groups/rooms with the rubric making notes or checks based on what I am hearing.

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Students will be engaged and participate in discussions. They will be on topic, and will provide support/evidence.

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Students are not comfortable talking about the content because they don't want to be "wrong" but a lot of the material is discovery based so they need to be ok with not being right.

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Rubric based where students know exactly what is expected and how they are assessed.

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Lack of confidence in correct answers, or correct wording for ML students. Students afraid/embarassed to make mistakes or be wrong.

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Some students are shy and don't want to speak up, and some are not interested in the subject.

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Think, pair, share. Allow students time to think about their response, collaborate with a partner and then share ideas with this classroom. This could be followed up with a whole class discussion.

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I don't have a formal way to assess this, perhaps a rubric based on observations. I circulate the room and note how everyone is participating.

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Some students wanting to answer all the questions and other students not contributing as much.

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Socratic Seminars, share with group/partners, Parlay Verbal Round Tables...

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We read a scientific text and students were able to share with table group what they learned, and then out to the class to compare what others came up with

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Whole class discussion, share with a partner or at your table, discussion questions given in a group. Sometimes I assign the groups so they are with kids they don't normally work with.