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Teacher getting an idea of student knowledge. 

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Teacher getting an idea of student knowledge. 

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A. Wheeler

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Scholars learn best from each other.

JR

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Students getting to build on each others understanding

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Students getting to build on each others understanding

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Check for understandings, students learn from each other, social skills 

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Check for understandings, students learn from each other, social skills 

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A. Wheeler

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Check for understanding, to make sure students are focused and on task

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What are you wondering and Thinking to pull thoughts?

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What are you wondering and Thinking to pull thoughts?

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student learn from each other

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Allow students to feed information off of each other, it’s always good to be validated by peers

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It is beneficial to have students discuss answers because it helps weed out any "lucky guesses" and build deeper understanding.

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It is beneficial to have students discuss answers because it helps weed out any "lucky guesses" and build deeper understanding.

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allows students to dive deeper and share their knowledge 

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allows students to dive deeper and share their knowledge 

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It allows all students to particpate and feel valued.

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It allows all students to particpate and feel valued.

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Students will do more of the cognitive lifting and own their answers.

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Builds on students communication skills and allows them to critically think.

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It can help build student confidence. Whether or not their answer is correct, they should be comfortable talking about their answer or asking for help if they do not understand.

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Active engagement, checking students comprehension and understanding and fostering thinking and collaboration skills.

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Notice and wonders, what do you see and what do you think or infer. This hits on their standards but are strategically placed throughout to be able to go back to their questions. 

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Notice and wonders, what do you see and what do you think or infer. This hits on their standards but are strategically placed throughout to be able to go back to their questions. 

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Student-centered seating 3-4 students in a group

Notice-Wonder T-charts

Similarities and differences

gallery walk

Socratic Seminar

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Check understanding.   Monitor progress 

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Check understanding.   Monitor progress 

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Asking them why they are sure of their answer. Allowing students to build off of each other from there 

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Asking them why they are sure of their answer. Allowing students to build off of each other from there 

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I like thumbs up and thumbs down

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Stand-up, hand-up and pair -up to circulate discussion and make sure that students are not talking to the same 4 people at all times.

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Give discussion starters, like questions to ask their partner

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Give discussion starters, like questions to ask their partner

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Thought Swap- two lines I ask a question they discuss then when I say switch one line moves to switch partners

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Thought Swap- two lines I ask a question they discuss then when I say switch one line moves to switch partners

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turn and talks similar to the example where during math students discuss with partners and partners know who speaks first

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turn and talks similar to the example where during math students discuss with partners and partners know who speaks first

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I do a daily check for understanding by going to each group and giving them a chance to tell me what they talked about .  NS

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I do a daily check for understanding by going to each group and giving them a chance to tell me what they talked about .  NS

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My fifth grade students since it’s small groups I line them up and they sit side by side and it encourages more group work as they feed off of each other .

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Think pair share. I ask thought provoking TDQs have students think about their response individually, pair up to discuss their thoughts, and then share their ideas with the whole class.

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Discussions strategies are turn and talk and then they switch to another person to turn and talk. And they keep sharing.  NS

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Discussions strategies are turn and talk and then they switch to another person to turn and talk. And they keep sharing.  NS

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Strategies for strong student discussion in Spanish include active monitoring to make sure students are on task. When I'm moving around the room and keeping an eye on who's on task, I notice a much higher level of engagement

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Strategies for strong student discussion in Spanish include active monitoring to make sure students are on task. When I'm moving around the room and keeping an eye on who's on task, I notice a much higher level of engagement