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AshleyA./Gio L. Writing, sharing and contributing MORE during class ( Art class)-

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AshleyA./Gio L. Writing, sharing and contributing MORE during class ( Art class)-

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Peer review graphic organizer (to be paired with slides) guiding verbal and written reflection on students' programming and web content/design.

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ELA Discussion Resource: Using Graphic Organizers and Turn & Talks to Facilitate Discussion

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ELA Discussion Resource: Using Graphic Organizers and Turn & Talks to Facilitate Discussion

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We've been using guided partner discussions in 8th Science in our evolution unit. This is similar to the technique that Cornelius demonstrated. The students observe a resource and then each student speaks for a short period of time on a very specific prompt. Then they speak together for a longer period. Finally they do a quick write in their notebooks summarizing the understanding that they've gained from the discussion. The attached example is from a lesson on human evolution.

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Slides to help facilitate use and timing of Peer review graphic organizer, guiding verbal and written reflection on students' programming and web content/design. Rounds are timed for intentional/urgent discussion periods. Switches are facilitated by teacher.

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In order to leverage student strengths in discussing topics, we will employ this generic graphic organizer after mini-lessons, project kick-offs, introducing tasks to lead discussion and writing cycles.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Students are working on musical form and analysis.  We are starting with informal discussion questions before completing the work associated with each example.

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Building Science Literacy using Fishbowl Discussion Protocol (Mr. Nolting 6th Grade Science)

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Building Science Literacy using Fishbowl Discussion Protocol (Mr. Nolting 6th Grade Science)

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To build understanding of nonfiction text for low level readers such as Che Campbell and Luka Schneider, have students participate in fishbowl discussion after going through a reading.

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As test prep continues, we will instruct students to not only answer the free response question asked, but also record their first step, second step, third step, etc. The aim is that this process will result in deeper discussions of not just WHAT the answer is, but HOW the problem can be attacked, and WHY certain strategies are better than others. This process also lowers the bar to entry into the conversation. After the discussion about strategy, students will have a better launching point for their written responses to the prompt.

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After ELA Test prep wraps up, ELA team will use their inner/outer format to expand on complex ideas that are less tangible. For example, the argument unit used inner/outer circles to debate evidence and ideas rooted in articles. In this unit, we will be debating concepts like the American Dream, and what that means for different students. The hope is that students are able to wrap their heads around complex ideas (American Dream) by listening to other students define these topics. Students will also build empathy across cultural, social divides through conversations around American Dream.

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In order to build understanding of nonfiction evidence students cut out evidence cards and sort them into categories.  They work together to do this and discuss why each piece of evidence belongs to its respective category.  They then glue the evidence down and can use the resulting document as scaffolding to help them write.

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In order to build understanding of nonfiction evidence students cut out evidence cards and sort them into categories.  They work together to do this and discuss why each piece of evidence belongs to its respective category.  They then glue the evidence down and can use the resulting document as scaffolding to help them write.

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Turn and Talk Instructions and Resources for Classwork Handouts

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Turn and Talk Instructions and Resources for Classwork Handouts

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Since Turn and Talk is our most frequently used discussion protocol, we want to build more structured routines around different short talk strategies. This resource has multiple strategies written out that can be copied and pasted directly into handouts where needed! (Sharing as a google link and PDF - if you would like the drive file shared let me know!)

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Turn and Talk Instructions for Handouts.pdf

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Having students read a dense and complex text in small chunks, then talk about each chunk has improved their comprehension and notetaking.

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Ms. Monaco - 6th Grade Science - Structured Turn & Talks

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Ms. Monaco - 6th Grade Science - Structured Turn & Talks

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In order to help students like Che and Luka during group conversations and Do Now reviews, we have incorporated more structured turn & talks with clear instructions. We have seen improvement in their participation in discussions.

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Onstad -- Using academic vocabulary "Bingo" to raise the level of group and class discussions. 

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Onstad -- Using academic vocabulary "Bingo" to raise the level of group and class discussions. 

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Students have been participating enthusiastically in class discussion, but I need a way to encourage them to use academic language. By using academic language in talk, they are more likely to use it in writing. This free online bingo card maker allows teachers to create a list of content-specific words and phrases. I'm hoping to incorporate this tool into a fishbowl style discussion. Students on the outside of the fishbowl would have bingo cards and would track the literary language used by their peers.

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Make printable and virtual bingo cards

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myfreebingocards.com - free custom bingo card generator

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Create randomized printable and virtual bingo cards for free in seconds with our bingo card generator. You can customize the title, background and content.