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Ms. Hossain and Ms. Moncrease chose the component 3b, high levels of participation where students are in control of the conversation.  We chose our writing lesson.  The quality of the questions were very important.  Motivating students with opinion questions that are of high interest to them kept them motivated. All students were engaged in the activity and had strong opinions. 

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Ms. Hossain and Ms. Moncrease chose the component 3b, high levels of participation where students are in control of the conversation.  We chose our writing lesson.  The quality of the questions were very important.  Motivating students with opinion questions that are of high interest to them kept them motivated. All students were engaged in the activity and had strong opinions. 

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Group 2 pairs reading a nonfiction passage and having accountable talk about an unknown word “unsettled” using context clues while stopping/jotting.
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Students asking follow up questions about the topic.
Students asking follow up questions about the topic.
During turn and talks, many times students give very simple or short responses to the question.  I would imagine 3b can help encourage students to ask meaningful follow up questions.

Mr. G
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What is 3b: Questioning and Discussion? What does it look like? What does it sound like?
What is 3b: Questioning and Discussion? What does it look like? What does it sound like?

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High levels of participation
High levels of participation

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Reasoning exhibited by students
Reasoning exhibited by students

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Turn and Talk
Turn and Talk

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00:21

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In 5th grade we have been encouraging discussions among our students. We have been taking the teacher out of the discussion. This is an example of the art activism discussion we are working on for our bench we are designing. You will also find us using discussion when analyzing test questions and responses. The students love adding on and facilitating their own learning.

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Tejada/Savinon K-126 3B Student Led Discussion 

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Tejada/Savinon K-126 3B Student Led Discussion 

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During our reading lesson we are learning to become avid readers. We are teaching our students to annotate their reading and have thoughtful conversations about their books. The annotation helps guide the students discussions so they could be more independent instead of the teacher facilitating their book talks.

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During the problem solving block, the students have been working together to discuss the big idea, important information and the, "I need to find statements". Once that has been completed, the students solve problems independently. When finished, the group comes reconvenes to discuss their mathematical thinking and come to a final consensus!

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Pre-K 108 Transportation: Math Lesson about how we get to school!

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Pre-K 108 Transportation: Math Lesson about how we get to school!

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 Pre-K 108 Ms. Lizardo and Mrs. McBride. Essential Question: How do we and our community use various modes of Transportation?  In Our Transportation unit we are learning about the different vehicles of transportation and how they are the same and different. Students were discussing how their classmates come to school. Which vehicle has the most? Which vehicle has the least? How do you know?

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 Pre-K 108 Ms. Lizardo and Mrs. McBride. Essential Question: How do we and our community use various modes of Transportation?  In Our Transportation unit we are learning about the different vehicles of transportation and how they are the same and different. Students were discussing how their classmates come to school. Which vehicle has the most? Which vehicle has the least? How do you know?

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High levels of student participation. Students were given a warm up in the beginning of the math period. Students worked on the problem in their math notebooks, then one student was called up to the board to complete the problem. The rest of the students had to state whether they agreed or disagreed with the answer and then explain why and the strategy they used to solve the problem.

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Students turn and talk at the beginning of math to discuss the different types of angles. Students then had to defend the type of angle they chose when sharing out with the rest of the class.

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During math, students used base ten blocks to subtract three digit numbers. They discussed place value and regrouping. Students discussed why they would need to regroup and how.

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Students are in reading clubs based on their self chosen reading goal. Students had to create a plan together in order to reach their reading goal. 

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As students worked in small groups, teachers listened to their discussions- taking a step out of the central, mediating role. This allowed students to take the lead and take ownership of their own work.

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Students shared their edits with the class. This opportunity allowed students to receive feedback from their peers.

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Students worked in small groups to edit sentences using correct punctuation and capitalization. This allowed for teachers to assess student's understanding and plan further instruction to better support students. After small group work time, the groups presented their edits with the whole class and they were able to give feedback to each other.

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Working together to come up with as many ways as possible to sort and classify the shapes. They had to Be able to explain their thinking and then think of another way they could organize and classify the shapes.

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2nd Grade Math- 3 digit word problems (Ms. Fajans)

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2nd Grade Math- 3 digit word problems (Ms. Fajans)

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Part 2

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2nd Grade Math- 3 digit word problems (Ms. Fajans)

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2nd Grade Math- 3 digit word problems (Ms. Fajans)

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Part 1

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Student Lead Groups - Class 1-222: Ms. Murchison 

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Student Lead Groups - Class 1-222: Ms. Murchison 

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Students take on aspects of reciprocal teaching during our daily math lessons by taking on roles such as group leader and questioner. The teacher takes a back seat allowing  students to take center stage. They guide the discussions and clear up any misconceptions. Students are the experts, taking ownership of their learning and sharing their mathematical thinking.

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3b - "Discussion, with the teacher stepping out of the central mediating role". Students discuss their glows and grows with one another using the checklist.

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During the guided piece of the lesson, writers analyzed other students' work while discussing their feedback.

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Group 1: The students we were working in small groups turning and talking giving feedback (glow and grow) while using the writing rubric.

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Using the NTN resource, we played a Jeopardy math game to practice for the state test during our Problem Solving block. Students worked in groups, discussing strategies and solutions.

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Student lead group reviewing line plot data to graph and measure different student heights.

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Group 1 pairs reading a nonfiction passage and having accountable talk about an unknown word “rugged” using inferring and context clues while stopping/jotting.

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Group 2 pairs reading a nonfiction passage and having accountable talk about an unknown word “unsettled” using context clues while stopping/jotting.

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Students asking follow up questions about the topic.

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Students asking follow up questions about the topic.

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During turn and talks, many times students give very simple or short responses to the question.  I would imagine 3b can help encourage students to ask meaningful follow up questions.

Mr. G

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What is 3b: Questioning and Discussion? What does it look like? What does it sound like?

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What is 3b: Questioning and Discussion? What does it look like? What does it sound like?