Intervisitation Debrief by Toni Ann Billings

2025-03-10 19:55:10 UTC

Some students worked in groups of 3-4 whereas other students worked individually answering questions on their papers

2025-03-10 19:55:17 UTC

The teacher pivoted during discussion - they saw a gap in student understanding and moved from call-and-response/whole-class to turn-and-talk on the fly.

2025-03-10 19:55:42 UTC

Students felt responsible for knowing the information - when the teacher announced "Each group will need to have someone tell me the answer," nearly all students moved into engagement.

2025-03-10 19:56:28 UTC

Students had multiple options to be "correct" and not just a singular path. They could make decisions that would then impact their work later on (e.g. choosing a natural resource to for their country's GDP)

2025-03-10 19:56:28 UTC

Cell phone usage is a major detraction

2025-03-10 19:56:37 UTC

Students being able to share out in small group - or even to a teacher who rotates around instead of whole-group - encourages more students to feel valued in discussion. So circulating before or after a share out to check in with students who didn't or don't usually volunteer still makes them feel heard.

cnicholsbridgewater — 2025-03-10 19:56:39 UTC

Students had personally meaningful thoughts to share.

2025-03-10 19:56:44 UTC

Groups worked together in different ways (ex: reading out loud vs independently)

2025-03-10 19:56:49 UTC

The use of red or green papers to hold up to participate in the discussion. It provided a space for students who may not want to share out a space to join the discussion.

croach81 — 2025-03-10 19:56:51 UTC

PJ observed Roach

Students were being proved and back up the evidence that they highlighted for the DBQ as they were discussing in small groups. Typing their response in large font on the screen was helpful.

2025-03-10 19:57:21 UTC

Many students felt both a sense of urgency and hesitation knowing they had to create their own questions

2025-03-10 19:57:28 UTC

student discussion was meaningful and productive teacher used round robin discussions

2025-03-10 19:57:30 UTC

Ensuring before or after share-out that we'll listen and not judge opinions that don't align to us.

cnicholsbridgewater — 2025-03-10 19:57:38 UTC

The teacher was very warm and encouraging.

2025-03-10 19:57:38 UTC

They seemed more willing to start the assignment since they were working with their peers.

2025-03-10 19:57:57 UTC

The students' decisions led into the next day's discussion and there was a clear through-line with the activity

cnicholsbridgewater — 2025-03-10 19:58:01 UTC

Teacher called on students to solicit their input.

2025-03-10 19:58:04 UTC

Students added onto other students' answers, but also when it was suggested a random student would be called on, students turned to others for assistance and felt responsible to own the knowledge.

2025-03-10 19:58:09 UTC

Students felt more comfortable with responding to peer questions rather than from a teacher's

tmartino10 — 2025-03-10 19:58:27 UTC

Students were able to identify questions and come to a conseseus about which question was the best question.

2025-03-10 19:58:29 UTC

A stop and check in during the period. Maybe an opportunity for groups to share their progress or struggles.

2025-03-10 19:58:33 UTC

Making sure that there isn't one "right response" allowed students to take risks and not be fearful of making mistakes

2025-03-10 19:58:36 UTC

Students feel more valued when they get to bring their own original creation to the lesson

2025-03-10 19:58:37 UTC

More students participated towards the end of the lesson. I think more students felt comfortable and engaged with the material. It matched a lot of their interests and lives outside of AFSE.

2025-03-10 19:58:39 UTC

The pivot was important to making the discussion valuable - students felt the responsibility to own the knowledge and be prepared in the future.

croach81 — 2025-03-10 19:59:09 UTC

PJ/Roach

Students seemed to enjoy discussing and helping their peers highlight evidence in the DBQ

tmartino10 — 2025-03-10 19:59:10 UTC

The discussion was a great first step to actually programming their questions on the bot and a good way to differientiate for students who need support.

cnicholsbridgewater — 2025-03-10 19:59:15 UTC

Teacher can state the fact that students experience the topic of the discussion differently.

2025-03-10 19:59:37 UTC

The teacher used a talking piece for respecting opinions and reminded the class of norms. To encourage participation, they had students call on other students

2025-03-10 19:59:39 UTC

...by giving students explicit circumstances for discussion, hopefully they will become used to regularly engaging with and discussing with each other.

2025-03-10 19:59:43 UTC

Students shared in small group and the topic was about life outside of AFSE. They were able to talk about their family, culture, and expectations. Also starting with holding up a paper allowed everyone who wanted to participate a way to be a part of the conversation.

tmartino10 — 2025-03-10 20:00:16 UTC

Students were allowed voice and choice in their questions relating to anything they knew.

2025-03-10 20:00:16 UTC

Students ask questions after listening to their classroom presentations and encouraging conversation.

2025-03-10 20:00:18 UTC

Jigsaw makes sure students are collaborating since each of the students is the "expert" on their particular topic or part of the assignment. Students then have to put their knowledge together to get the full picture.

2025-03-10 20:01:09 UTC

Remind the class of ground rules before people share out. Share their own stories to form a connection with the students.

2025-03-10 20:01:30 UTC

Give students specific "parts" to read, so that only when everyone participates is the problem able to be solved.

cnicholsbridgewater — 2025-03-10 20:01:32 UTC

There was a phase of think pair share, and students responded to key elements of the article they read in jigsaw style.

tmartino10 — 2025-03-10 20:01:35 UTC

Tap desk of a more quiet student to speak or that they will be called on, group discussion first then overall share out, option to share out with padlet or silent conversation.

2025-03-10 20:01:39 UTC

Students were able to express their own opinions while explaining & debating why they believed they were right. Student interest on the topic had increased participation

croach81 — 2025-03-10 20:01:40 UTC

PJ/Roach

Students loved to see what they were saying typed up for others to see as the correct feedback. Made them feel valued.

2025-03-10 20:02:07 UTC

The discussions could pertain to a greater assessment in the future, promoting the importance of shared knowledge and perspectives.

2025-03-10 20:02:18 UTC

Students like structured talk.

2025-03-10 20:02:24 UTC

Students did think pair share at their tables talking about viewpoints about AFSE and life at home. After reading the text, they got into groups and did a gallery walk writing quotes that fit the themes they're focusing on.

cnicholsbridgewater — 2025-03-10 20:02:30 UTC

The teacher used a few different approaches which I will reflect on to potentially incorporate into my instruction.

2025-03-10 20:02:49 UTC

The objective aligned to the class and the activity. Some students were engaged in the directed task and seemed to know what the end goal was. Others seemed to spend less time on the task, discussing things off topic, but writing some things down to complete the assignment.

tmartino10 — 2025-03-10 20:03:22 UTC

jigsaw is a great way to get students to learn content without actually teacher conversations. ownership of learning on students.

croach81 — 2025-03-10 20:03:24 UTC

PJ/Roach

Teachers could be strategic to make sure that friends aren't the only ones interacting. for example: PJ uses a ABBA strategy with DOJO.COM to make sure each group is heterogenous

2025-03-10 20:03:47 UTC

Sentence starters and mini lessons for sped students.

2025-03-10 20:03:48 UTC

Students were able to focus on what they found interesting in the documents, and some were very engaged in finding out more information. Some students helped each make meaning of the documents.

tmartino10 — 2025-03-10 20:04:12 UTC

9th grade can do discussion but need structures and clear guidelines.

2025-03-10 20:04:22 UTC

That teachers addressed their question. That an aspect of identity was present in the activity/sources.

2025-03-10 20:04:33 UTC

active listening and encouraging diverse perspectives as well as providing opportunities in leadership

2025-03-10 20:04:48 UTC

It's difficult to get whole class engagement. Often there are at least two students disengaged in any classroom. The students who do participate typically enjoy it better than a lecture class. Students want to hear each other more than the teachers' voices.

2025-03-10 20:08:41 UTC

Red card / green card response rankings. A bunch of agree/disagree statements, ask students to nonverbally respond.

tmartino10 — 2025-03-10 20:08:56 UTC

wow, wonder-PJ

2025-03-10 20:09:19 UTC

Speed dating, kids made their own questions.

tmartino10 — 2025-03-10 20:09:28 UTC

padlet for discussion to catch attendance issues but also allow for discussion.

tmartino10 — 2025-03-10 20:09:59 UTC

discussion on classroom with question feature

tmartino10 — 2025-03-10 20:10:31 UTC

round robin to share out

2025-03-10 20:10:36 UTC

Turn and talk

tmartino10 — 2025-03-10 20:10:40 UTC

gallery walk

2025-03-10 20:11:09 UTC

Write-pair-share

2025-03-10 20:11:14 UTC

Gallery walks / silent discussions

2025-03-10 20:12:29 UTC

Values line-up: students line up along a spectrum

tmartino10 — 2025-03-10 20:13:34 UTC

mini debate

tmartino10 — 2025-03-10 20:14:02 UTC

bigger questions-ie is ai good for society? in groups

2025-03-10 20:16:54 UTC

Prompts for discussions. (Discussion frames)

2025-03-10 20:19:22 UTC

Solving problems together in groups in detail