https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4 Made with a little creativity en-us 2020-05-24 16:00:52 UTC 2025-09-25 01:53:39 UTC hello@padlet.com https://padlet.net/icons/png/1f5fa.png mjgarciacamacho https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591551627 A way to discuss in class]]> 2020-05-24 16:33:08 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591551627 mjgarciacamacho https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591553175 This is a funny way to make students interact. The teacher brings a small ball and throws it to a student while making a question. The student who catches the ball has to answer and throw it to another student asking another question.
The teacher would try to make all students participate in the game and can guide the questions so that they are appropriate.]]> 2020-05-24 16:34:19 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591553175 mjgarciacamacho https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591567800 Another way of discussing in class. The teacher or a student draw a circle which represents the place where each participant sits. They document how the discussion  develops by drawing lines inside that circle  joining the participants who talk to each other. At the end of the discussion we find a graph that could be similar to a spiderweb. Have a look at this example: ]]> 2020-05-24 16:45:13 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591567800 mjgarciacamacho https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591590606 The teacher divides the class into teams and they have to discuss the answers to the quiz.]]> 2020-05-24 17:01:51 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591590606 mjgarciacamacho https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591598637 They can be role-play roles or role-play situations. Here's an example of the first:]]> 2020-05-24 17:07:35 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591598637 mjgarciacamacho https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591619089 The teacher can use advertising campaigns or videos to make comprehension questions about them. Later, the class can debate the topics raised. 
Here you can find an interesting advert that can lead to debate coeducation and the use of language against women.]]> 2020-05-24 17:21:44 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/591619089 noreendonovan https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/596598858 Students are given a "statment' based  on one of the five themes e.g. on the theme of 'Identity' - Without culture there is no identity. 
Studens write a speech on this taking whatever direction they wish and are judged by a panel of Ib teachers using the IB Conceptional Understandings - audience, context, purpose, meaning, and variation (AuCoPuMeVa). There could be three rounds depending on the size of the class and for the last prize giving round, parents are invitied to attend which would also meet some of the CAS requirements. This oral activity is also an activity in Speech text-type writing.


]]> 2020-05-27 10:12:14 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/596598858 noreendonovan https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/596617801 While studying the theme of Experiences - students are asked to give a PP presentation using only  photo/graphic illustrations - this requires the student to speak at all times and not rely on reading text. The photos could be of a CAS experience - such as feeding the homeless or refugees and what this meant to them and what they learned about the whole experience and about their own identity.

]]> 2020-05-27 10:24:49 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/596617801 larsongkaedjp1 https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/602266599 I find these useful in studying identities. It is easy to challenge gender stereotypes for example by asking simple questions, tabulating examples, and presenting results to a group or the class.]]> 2020-05-30 09:02:36 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/602266599 larsongkaedjp1 https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/602268879 This is a souped-up information gap exercise where each student is given a news story, time to read it, time to summarize it to their partner, and then given oral questions about both questions.]]> 2020-05-30 09:06:06 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/602268879 larsongkaedjp1 https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/602281797 At first, reading stories to students, or having students read stories to each other might not seem like an "interaction", but I disagree. Just because there is no audible reply doesn't mean that listening students aren't processing and thinking about what they are listening to.]]> 2020-05-30 09:25:30 UTC https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/602281797 https://padlet.com/mjgarciacamacho/p61jpdawjsrl4jg4/wish/603281784 Hi folks, I tend to use the PDR method at least one class per week in order to facilitate discussion. The linked file is a long read (Published and free to distribute by the Institute of Higher Education Tohoku University), but you can skip to the appendix to see a summary of the style. 

I do this with some modification. My students either read an article or watch a TED talk for homework and answer some discussion questions. This gives them time to think of their answers and write in depth answers. Students must also think of some original questions related to the topic at all. In IB classes, these tend to tie in with the various IB themes.

During class, students then share their original questions, but not their answers. I split the class into groups of 3-4, which is very easy to do with "breakout rooms" via ZOOM. 

One student per group is the group leader / moderator and is in charge of ensuring everyone in the group has speaking time, and discussion flows.

After a couple of group switches, students then write a timed reaction paper about their discussions.

Students tend to love this for a variety of reasons. Firstly, they have agency in the discussion. Every student thinks about the topic and makes his/her own question(s). Secondly, weaker students have ample time to prepare for the pre-made questions so they don't feel dejected or left behind. Thirdly, because each discussion is timed, there is plenty of opportunity for spontaneous discussion.

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