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Students get to discuss based on genuine interest, and they take ownership of their learning.

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Is 10 minutes too much time for reflection after students have already arrived at an answer?

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Instead of kids having to state their questions out loud, why not use padlet for a little anonymity for comfort in asking questions?

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How does the teacher determine grades for this? That’s part of my reticence in trying a Socratic seminar.

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All 3 methods are a great formative assessments.

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“… you get a sense of what students want to know more about, what they’re struggling with, and whether or not they’re comprehending the text.”

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When using the Harkness method for discussing a text, should students write genuine questions BEFORE the discussion as well (in preparation)?

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When using the Harkness method for discussing a text, should students write genuine questions BEFORE the discussion as well (in preparation)?

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How much success have you had with discussion board-based learning? Do you find that students genuinely participate?

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We noticed that each strategy hinges on student inquiry.

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How do you ensure a discussion when students may not come to class prepared with questions or even having read the text as they should?

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Has anyone tried doing a discussion board on Canvas, and did it work well for your students?

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All of them require letting the kids be in charge.

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All of them require letting the kids be in charge.

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How is this different than Socratic seminar?

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“The questions are more important than the answers.” I like this because it enables students that not feel wrong in finding discussions

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How would you scaffold for sixth grade the first time you did this in your room?

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How do you ensure success for difficult classes and students who aren't interested in participating?

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Student independence and creativity