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Few activities would entail the element of "silence" as it sounds like the opposite of the nature of 'activity'. Yet, "Show and Share" stress "silence: as a mean to focus learners.

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"Show and Share" takes the hassle out of those who may not be able to formulate their oral response as quickly as others. The activity puts everyone on the same starting line and uploading vidual representaion before explaining makes the task seem less daunting.

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I can see this activity would easily become my go-to routine when it comes to brainstorming ideas in the pre-speaking stage. I will give Ss a minute and ask Ss to counjure up an image about the topic. Then they should upload an image/GIF/videos to Padlet before explaining with detail.

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Will it be a good idea to ask students to upvote or comment on their peers' ideas? Will it deter some shy learners from sharing?

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Shy Personnage GIF by Marc Lariviere - Find & Share on GIPHY

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Discover & share this Marc Lariviere GIF with everyone you know. GIPHY is how you search, share, discover, and create GIFs.

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Actually if Padlet is used, maybe a long period of silence is not needed to let Ss see all the ideas they have posted....
It looks like if groups are to raise the poster-size papers with their ideas and designs might need some time of looking around and silent reading....

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It gives every learner a chance to answer / respond / share their own opinion. This can avoid the lesson from being dominated by the strong students.

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WHat if most students end up having very similar ideas?

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Every student (each domino) is a key to the success.

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I think this question is asking the advantages of this routine.
1)Every student is involved in the process. Every voice is heard and valued.
2) More students-centred as ideas are from students not teachers
3) Active listening is emphazied as ideas have to be reported.

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This can be used in speaking lessons. Besides asking all the groups to work on the same topic, I can assign each group to brainstorm ideas on a different topic e.g. the pros and cons of a policy.  When a group representative is reporting the summary, groups of different topics have to listen carefully to the sharing.

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In a group of 4, when student 1 is sharing with student 2, what should student 3 and 4 do while waiting for their turn?

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Padlet facilitates this strategy with more convenience. Everyone can see others' ideas easily and instantly.

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This strategy asks everyone to contribute and review each other's works.They can gain a more comprehensive picture of the ideas the class has!

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It can be used with each group writing their own story according to a single question. And maybe if to write on a poster, only a few sentences can be written for being seen from around the class.
Or, teacher can paste the posters on the board and Ss can come out and look around their peers' works in front of the board!

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It lets everyone have a chance to participate, or to try out something that they might seldom have a chance to, e.g. create a sentence and write it on the board in front of the class.

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Actually, it can use with any language task, especially when the class looks bored and needs to stand up and walk around and do some public writing or speaking or drawing.
For example, when doing a reading task, Ss can write a vocabulary word in turns on a poster-size paper or on the board.
Storywriting can resort to turns taking of creating a part of the plot.
The essence of this Domino Discover might be turns taking and adding ideas.

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This could be used with writing a short story with a particular theme, like 'rewriting The Tortoise and the Hare' as in 2019 DSE. Ss may add ideas to Padlet to form a class-collaborated big story.
Actually have tried this with a storytelling class. Each S came out and wrote a sentence on the board to form a horror story!
But some Ss can hesitate to come out to the white board and write, or even to express themselves in their seats...
Can work in pairs to present ideas on behalf of two persons...

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T's talk is limited so that Ss can focus on the written content and digest on their own.

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T show and share examples and Ss' work regularly, Ss can learn a lot from peer evaluation

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I'm actually using padlet for comparatively long-answer questions currently. If I want short and spontaneous answers, I would use Mentimeter instead. 

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Ss who are reluctant may unwilling to raise questions if they encounter any difficulty towards the things shown by the T and peers.

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Students can have the chance to be the leader in the lessons

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Students can have more chances to interact with each other!

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Some daily speaking practices

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For students who are not confident in doing so, are we depriving their rights to learn?

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It relies on every students' contribution!

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To scaffold what they have learnt through peer learning

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jigsaw reading and some group work

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How to guarantee that every student finish their work?

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It can train up students' observation skills and encourage them to polish their writing skills.

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This is a self-paced activity which caters for learners' diversity.

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I'll use it as a lead-in to open a new topic and elicit response from students.

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Students get the chance to move around and everyone has to contribute to the lesson.

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I will use it in a speaking lesson. This practice is a good one as it gives everyone a role and avoid students freeriding.

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How can we encourage the collaboration between groups?

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This really facilitates collaboration and ideas sharing !

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Students are listening to one another as they need to report back later

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When teaching pre-writing
Can ask students to brainstorm ideas with domino discover

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Is it better to ask a reporter to go to other groups to share or simply ask the reporter to report to the whole class?

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Students are highly engaged in the lesson.

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It helps students learn from each other.

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I might use this as a lead in for my lessons. Students can easily prepare for these tasks.

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How can we help those who are too shy or reluctant to share?

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It's a fun way to have everyone participate.

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Students can learn from each other

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I might use it to brainstorm ideas for writing.

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Can we easily maintain discipline in the classroom with this task?

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It is quite unique that we encourage a silent classroom (without the teacher nor students speaking)

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Students that are shy can still interact with each other in their own way.

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It can be used in the end to wrap up the ideas we taught in lesson by comparing their own ideas with other people's ideas.

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It may allow students to build sense of belonging when they can participate more.

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In a junior class maybe. They may have higher intention to walk around and go to different groups. It can be a sentence making class for targeted grammar items.

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If they are performing tasks in small group, how can the teacher extract information? Does he/she follow one of the reporters?

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Silence is rare in a classroom

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It allows students to observe attentively without getting distracted.

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It can be used in pre-reading stages.

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Students might only see four other students work.

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If a student refuses to write about their sharings, shall we allow them to draw or write in point form? Will this be unfair to other classmates?

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It is quite interesting to see the use of eLearning tools such as Padlet for students to share their ideas at the same time. It is better than asking just one student to share their ideas with the class.

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I like how this routine involves all students. Even the shy students will not feel intimidated to express their opinions on Padlet or Mentimeter.

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I am going to ask students to use this as a pre-task to identify the gap in students' knowledge. Students can identify patterns and surprises from the responses and this could become the objective for the lesson.

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How often should I use this in my classroom? I wonder if students will feel bored after doing this a couple of times.

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Something interesting about this routine

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Something interesting about this routine

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The name 'domino' itself is interesting and it provides an incentive for students to share their views.

Lam Sze Long Sharon

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Over time, students can compare what they have shared before and after and witness their own improvement, which is good motivation.

Lam Sze Long Sharon

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When teaching a book, students can share their views on different chapters from time to time.

Lam Sze Long Sharon

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If students contribute ideas which contain a lot of content or language mistakes, would it be embarrassing?

Lam Sze Long Sharon

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Students will have more time to share their thoughts with others, instead of listening to the teacher all the time

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Every student in the class is engaged.

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Useful for brainstorming ideas

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We may use this activities for brainstorming the writing ideas. Each group will be assigned to discuss an aspect of the theme. By the end of the discussion, the reporters share their ideas with the rest of the class.

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We may use this activities for brainstorming the writing ideas. Each group will be assigned to discuss an aspect of the theme. By the end of the discussion, the reporters share their ideas with the rest of the class.

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Wong Hoi Yan

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I think it is useful when i teach students to write a story.  Students can gather ideas from their group mates. I can also provide useful feedback after their sharing so they can enhance their learning motivation.

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Every one needs to participate in order to let the sharing continue. Students are empowered and responsible for the learning not just their own but their group mates too.

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Students have to prepare first in order to contribute in the lessons. They have to pay attention to what the others are saying. There will be no free rider!

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What if there are passive students in the group who refuse to say anything?

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Every student participates at the same time. They can show their answers without saying anything.

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It is very efficient. Teachers can see the patterns of students' answers quickly and students can also compare their ideas with the others. Even the passive students won't find this activity intimidating!

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We can use this activity after the brainstorming. Students are able to see the ideas come up by their classmates and refer to those points easily during the speaking practice or the writing lessons.

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All four language skills: speaking, listening writing and reading can be practised.

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Students' collaborative (ATL) skills are trained.

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I can use this routine for discussing news articles that students are asked to read and come to class before they brainstorm ideas for their writing tasks.
There will be more ideas generated and students can also see what's common in the ideas shared by other groups.

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What if the group is just dominated by a few students and not all are participating? Ensuring everyone's participation may be a problem in this routine.

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There is equal contribution from every member in the group and everyone is actively participating.

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As each member in the group is involved in the activity, it gives them a sense of belonging in their learning. Plus, they can practice their listening skills apart from just doing it in listening lessons. Most of the time we teachers focus more on literacy skills instead of oracy.

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A good idea to brainstorm and gather ideas for writing. It can also be used in speaking lessons where students have a chance to practice responding to others meaningfully.

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What if some students are very insecure with their spoken language and refuse to speak? Or if someone only gives a one-sentence answer? Is it still a meaningful discussion if everyone in the group has the same idea (commonplace idea)?

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This activity requires learners to listen carefully of what their partners are saying. However, the weaker students may not be able to summarise what the other said and give response.

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Keeping silent to learn the language!

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It can take a short time to learn a number of ideas from various students.

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It gives meaning to sharing.

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Review what students learn in a lesson.

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Each student supports the other, strengthening the ideas of the topic at hand.

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students responses are more meaningful as they know that their ideas will be read by others and discussed

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It allows students to discuss ideas among themselves and learn to summarize and present their ideas

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I might use it in speaking lessons as it involves discussions and presentations.

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how can we make sure students are not sidetracked or having chit-chat?

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It shows a constructive way of learning, that students are sharing and reading others' comments. This could be very surprising.

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I think this helps visualize learning, like what you have learnt and what others have learnt. Students may also be able to observe other's perspectives.

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I can use this in the pre-writing stage when students are generating ideas for their writing.

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How can we ensure every student participate?

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Students can freely share their own ideas while being able to know others', non-verbally and they can take the initiative.