A small group of students who come together to discuss, react to, and give feedback on each other's work or ideas. Groups could be form by the teacher or be randomize, it just depends on the kind of discussion the teacher is looking to have with their lesson.

Main Goals-

*Help students think more deeply about a topic

*Practice giving and receiving constructive feedback

*Build communication and collaboration skills

Give an example of what a Group response can look like in a elementary classroom:

Disciplined area literacy would mean helping students read, write, and think like young historians, geographers, economists, or civic leaders.

What does it look like?

Reading- teaching students to read maps, timelines, primary sources, and distinguish fact from opinion.

Writing- having students write about causes and effects in history or argue a point using evidence from documents.

Thinking- encouraging students to ask good questions

How can you use disciplined area literacy in a 4th grade lesson about the Declaration of Independence?

It usually looks like this:

*The teacher explains exactly what to do

*The teacher models the skill first

*Students practice it together with the teacher's help

*Then students try it on their own

What would be a good way to use this in a classroom social studies lesson?

What does Round Robin look like?

-It's were students are put into a group and are given a document to answer for the class assignment.

-However, students each have to answer different parts and can answer the same one.

-This allows all students to participate in the assignment and making the work balance out.

You should try Round Robin in your next class lesson!

Artifacts are a great way to give your students context clues and deeper understanding of the topic you are teaching.

For example, let's say you are giving a lesson on the Roaring 20's to fifth graders, and you would like them to understand what the culture and technology was like at the time. So, you set up multiple artifacts and have students go around to look at each one. They have to write down what they think the artifact is called, what was it used for, and how do you use it. I tell you this, artifacts is the time travel to the worlds that came before us.

*Photographs are a great way to have your students see the history they are learning into a visual viewpoint

*It helps with their inference skills and using prior knowledge to understand what is happening in the photo.

Here is a Lesson Example:

-Have four photographs to show to the class, each photograph that gets put up in the board, asked the students these questions,

What do you see?

What do you think is happening?

Share to your partner what you are thinking

Now, let's have group discussion.

These include:

-primary sources

-secondary sources

-historical documents

-newspaper articles, essays, informational texts

You can use text-based sources to understand different viewpoints of an historical events.

Having students read each type of text-based source and then asked them their thoughts about the events.

Text-based sources can also create an emotional connection for students to understand the effect the historical event had on people.

Location-

Where is it?

Absolute location

Relative location

Place-

What is like there?

Describe the physical features and human features

Human-Environment Interaction-

How do people and the environment affect each other?

ex) building dams, farming, pollution, etc.

Movement-

How do people, goods, and ideas move from place to place?

ex) migration, trade, sharing culture, etc.

Region-

How is this area similar to others?

areas that have something

Where students participate in a class debate, select students are chosen to be in a mini circle hosting the discussion, while the other students watch.

Is this good for class?

Yes! It allows students to host discussions while others can learn from their peers.