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- Nature of task

- Grouping

- Time

- Scaffolding required e.g. success criteria

- Monitoring (assessment and feedback)

- Student profile and differentiation

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The task has to be challenging enough to allow for group discussion.
Grouping wise, may be effective for mixed ability grouping (DI)
Time - allow more time for discussion (perhaps 10 to 20 min)
Scaffolding required - good that students could use CER to think through first, and knowing of subject content vocab and conceptual knowledge is essential.
Monitoring - if it's tech-enabled lesson, teacher can easily assess. If it's not, teacher has to be proactive in walking around to assess. Or provide a checklist for students to self assess if they are on the right track.
student profile - mixed grouping

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Discussion on OE questions that may or may not relate to their real life experiences. The task should generate enough interests among students to be engaged in a conversation. It should be towards the end of a topic as a means of end of topic assessment strategy.

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Such discussion can also be used to reinforce concepts learnt or as a platform for students to articulate what they have learnt. For example, students can be provided with a frayers model to discuss about definitions, characteristics, examples and non-examples of concepts within a particular topic for example, fungi. For a class with weak students, putting them in groups would definitely be beneficial as they can learn from one another. Students can also be asked to make reference to the word wall to provide answers..

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This can be used for students to discuss how to answer open - ended questions that require the use of CER (Explain..... describe the process... etc). Allows students to learn from this peers, highlight / address common misconceptions.

Banding them according to their abilities would allow them to share their ideas with their peers in a safe environment.  Word wall, CER checklist can also be used to scaffold their thinking and construct their answers better as they comment/ edit their peers work.

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The task assigned has to be of a certain challenge level.
However, this might be tough for LP kids. A lot of Co-construction going on. So scaffolding need to be considered.

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CER is good platform.

Students can have this conversations when doing their OE questions - though I worry abt time hah

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As shown in the video, this can be incorporated when applying CER in the questions. Or when discussing data type questions to get the students to visualise their thinking

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For our weaker learners, we might need to provide them with some content vocabulary to help them construct their responses. Sentence starters might also help them to facilitate the conversation (: I think the talk moves card will be helpful!

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Students must have the same prior knowledge. Especially the LP students who are generally slower and weaker to the rest of their peers.
To address this issue, we could provide cards/ resources to help these weaker students match up to their peers.

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This strategy can be applied when students are answering OEQs which requires them to make a claim, evidence and/or reasoning.

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The task could be the answering of a selected Science Open-ended question.
The students are divided into groups of mixed ability. The success criteria would be to answer according to the CER format spelt out on the Whiteboard to provide scaffolding for the students. The meaning of CER would then be given on the Whiteboard also.
The teacher will then monitor by going around the groups to check whether the answers given by the students adhere to the CER format.

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This strategy should only be applied after the students have attained the content knowledge necessary to answer the Science Open-ended questions. Their conversations should focus on how to structure their answers according to the CER template rather than finding out the content knowledge being assessed in the questions.

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- First half of the conversation lacked content and functional language. Conversation was not very productive.

- HP started to state the answer when the conversation was going nowhere. (Will there be learning taking place if the LP and MP decides to just write down the answer given as most students just want to get things over and done with?)

- Midway, the teacher cut the conversation and asked the students to edit the sample answers given. (How can we improve the answer so that we can achieve 2 marks?)

- Group wants to give up. Teacher encourages group to try again by hinting them that the answer should have 2 impt points.

-  Good teamwork at the end. The group came together to answer the question. How can we encourage quiet LP who does not contribute?

- Do we have a time limit to this activity? When will it start to lose its effectiveness?

- How can the teacher re-direct the students to use functional language/content vocab in their answers? (Hint students to write using CER/ Provide a sentence structure?/ Provide keywords on the whiteboard?)

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Check with respective groups if they understand the question/task at hand, and ask explicitly if there needs to be any further clarification.

Possible to share responses with another group and seek feedback (post discussion)

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Break down the task - annotate, identify topic, and also mention CER.

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Set up rules for discussion:
-Respect one another's views
-Everyone must have a chance to speak
-Agree to disagree - don't immediately shut down their friends' responses, but acknowledge them, and also ask questions to clarify
-Encourage one another to talk

Set up a checklist for students to evaluate their written responses (e.g. check for CER, content vocabulary)

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Visual aids - e.g. word walls containing content vocab and functional language.

Possible to have differentiated scaffolds for groups of differing ability

Having a meaningful role for each student - use the talk move cards to distribute "talking roles"
Instead of roles like timekeeper, scribe, etc.