Expert Groups - each person in a group is responsible for one topic/idea/category etc. They meet with other experts from other groups, share their ideas/information orally and then bring back that information to be shared with their group.

Inside - Outside Circle

Paired Review - this one was made myself where students review an assignment with one another by asking each other specific questions about their work. One question from my list is, "What is one idea or part of your essay/project that you thought you did well on? Why is it your best?". Then after each partner shares, they in-turn reflect on the review if they agree or disagree with what their partner thinks of their work.

Objective: Negotiate solutions to real-world issues using persuasive language and empathy.
Skills: Persuasion, negotiation, active listening.

Process:

1. Scenario Setup: Assign a community issue (e.g., building a factory in an eco-sensitive area).

2. Role Cards: Distribute roles (e.g., mayor, environmentalist, factory owner, local resident) with specific goals.

3. Preparation: Students research their role’s stance and draft arguments (10 mins).

4. Role-Play: Conduct a 15-minute debate where students negotiate a compromise.

5. Reflection: Discuss how language (tone, vocabulary) impacted outcomes and ethical considerations.

Differentiation:

• Provide sentence starters for beginners (e.g., "I propose…").

• Challenge advanced learners to incorporate IB Global Issues (e.g., sustainability).

2. Collaborative Think-Pair-Share-Expand

Objective: Develop structured arguments and refine ideas through peer feedback.
Skills: Reasoning, paraphrasing, synthesis.

Process:

1. Prompt: Pose a debatable question (e.g., "Should schools ban AI tools?").

2. Think: Individuals brainstorm ideas (5 mins).

3. Pair: Partners compare arguments, refine using evidence (10 mins).

4. Share-Expand: Merge pairs into groups of 4 to create a consensus statement (10 mins).

5. Class Debate: Groups present; peers ask clarifying questions (15 mins).

Differentiation:

• Scaffold with argument frameworks (e.g., Claim-Evidence-Reasoning).

• Advanced learners critique opposing viewpoints.

3. Gallery Walk with Peer Interrogation

Objective: Present and defend ideas visually and orally.
Skills: Descriptive language, questioning, justification.

Process:

1. Topic Stations: Set up posters on IB themes (e.g., cultural identity, globalization).

2. Creation: Groups design posters with visuals and summaries (20 mins).

3. Gallery Walk: Half the class presents; the other half rotates, asking probing questions (15 mins).

4. Switch Roles: Presenters become interrogators in round 2.

5. Reflection: Vote on the most compelling station and justify choices.

Differentiation:

• Provide glossaries for technical terms.

• Advanced learners use connectives (e.g., "Conversely…") to link ideas.

4. Jigsaw Discussion on Global Issues

Objective: Synthesize complex information through collaborative expertise.
Skills: Explanation, summarization, interdisciplinary thinking.

Process:

1. Expert Groups: Divide class into 4 groups, each researching a subtopic (e.g., causes of climate change).

2. Research Phase: Groups analyze sources and create key points (15 mins).

3. Mixed Groups: Re-form groups with one "expert" from each subtopic.

4. Jigsaw Share: Experts teach their subtopic to peers (20 mins).

5. Synthesis Task: Create a mindmap linking all subtopics (e.g., climate change’s societal impact).

Differentiation:

• Simplify texts for beginners.

• Advanced learners propose policy solutions.

Key IB Alignment:

• Integrates ATL skills (communication, collaboration).

• Encourages reflection on language choices and intercultural understanding.

• Ties to IB themes like global engagement and critical thinking.

These activities foster dynamic interaction while addressing diverse learner needs, ensuring students engage meaningfully with language in authentic contexts.