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I've used certain text markings, or answering questions as an "entrance ticket" into SS. If they didn't do the pre-work, they must sit in and listen and take notes to get their "credit" for the day.

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If possible have adults or older students model a SS so kids can see what to do. They can also model a "bad" SS so the kids see what not to do.

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Learning about how you can differentiate the text to allow for the focus to be on the process as the students get more comfortable.  Then add in the bigger texts.

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Learning about how you can differentiate the text to allow for the focus to be on the process as the students get more comfortable.  Then add in the bigger texts.

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Start with something you know will interest them to begin and learn the process.

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Start with something you know will interest them to begin and learn the process.

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Practice moving the furniture a few times before you have your first SS so that it goes fast when you need it.

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The Triad Style does not come across as intimidating to passive students. Rather, the dominant students shared their point of view and data in a way that allowed for others to interject their point of view.

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Having the class clarify expectations and norms leading in will help everyone have a good mindset.

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I liked that the inner circle was on a volunteer basis. It was comforting to me to hear discussion modeled before participating.

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I have used talking chips to keep the extra talkative kids or those who can't stand silence from dominating a discussion or leading it off topic.

I have also used chips so that everyone participates at some point. Because everyone needs to use their chip,  no one feels singled out.

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I feel like in some cases, the inner circle is carrying more weight of the conversation and questioning - how do I ensure that the outer circle participates in the conversation and is remaining engaged while the inner circle has their moment? What scaffolds or expectations should be placed for outer circle participants to maintain engagement?

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Having students relate to one keeps the mind set on being open minded, while also being able to add off of one another thoughts.

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Having students relate to one keeps the mind set on being open minded, while also being able to add off of one another thoughts.

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Triad allows for the opportunity for others to feel more comfortable sharing their thoughts, because they see other students participating as well.  

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Triad allows for the opportunity for others to feel more comfortable sharing their thoughts, because they see other students participating as well.  

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I feel like political cartoons and works of fine art would be amazing texts for SS.

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The Triad Style encouraged each student to participate within their comfort zone and for each student to be able to share their questions and/or point of view in their own way.

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Knowing that their is a debrief at the end allows students to connect with the process since there is an evaluation type of feeling to the process.

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Knowing that their is a debrief at the end allows students to connect with the process since there is an evaluation type of feeling to the process.

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Asking studnets to annotate the text helps scaffold the discussion so they already have identified some things they can talk about.

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I noticed in the video that the teacher said she had some quality questions ready to go in case her students stalled out.

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Allowing everyone to read their question, creates a safe environment to start the participation process. 

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Allowing everyone to read their question, creates a safe environment to start the participation process. 

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I love the triad style to help get more participation!