Discussion
4.1 Numbered Heads Together
Basics
Macpherson, A. (2007). Cooperative learning group activities for college courses: A guide for instructors. p. 62. Retrieved March 25, 2014, from
http://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/documents/asset/ohr_89185.pdf
- Time Needed: 2-10 minutes
- Room Arrangements: Arrange desks in groups with one desk for each student.
- Materials: May use dice or numbered cards to randomly assign a number to each student.
- Each student is given a number- 1 through the number of groups (i.e. 1-4).
- Students with the same number break into groups.
- Each group puts their heads together to discuss a given question or topic.
- Once groups are ready to report, randomly call a group number and have that group share with the whole class.
- This strategy can be used to begin a conversation among students.
- It can be used to begin discussion on a new topic or to finalize learning during review.
Macpherson, A. (2007). Cooperative learning group activities for college courses: A guide for instructors. p. 62. Retrieved March 25, 2014, from
http://www1.umn.edu/ohr/prod/groups/ohr/@pub/@ohr/documents/asset/ohr_89185.pdf
4.2 I Have, Who Has?
Basics
Mantooth, S. C. (2010). Engagement ring: Effective instructional strategies. Retrieved from
http://www.leadership4asp.org/files/resources/engagement%20ring%206.6.11.pdf
Kawas, T. (n.d.). Who Has? activities. Retrieved from http://mathwire.com/whohas/whohas.html
- Time Needed: 5-10 minutes
- Room Arrangements: Students need room to move freely about the classroom
- Materials: I Have, Who Has cards (at least one per student)
- Teacher distributes Question and Answer cards at random to students. Half of the card contains a content area question (i.e. a math problem- 3+4) and the other half have the answers (i.e. the solution- 7). Students can have multiple cards but should have at least one.
- One student begins by reading the question on their card, "Who has....?".
- Other students with answer cards listen and determine if they have the answer to that question. If they do have the corresponding answer, they read their card staring with the answer, "I have..." then the question, "Who has?".
- This cycle continues until the first card is reached.
- Use this strategy as a review of content material.
- This strategy also allows students to practice employing academic language or vocabulary and listening skills.
Mantooth, S. C. (2010). Engagement ring: Effective instructional strategies. Retrieved from
http://www.leadership4asp.org/files/resources/engagement%20ring%206.6.11.pdf
Kawas, T. (n.d.). Who Has? activities. Retrieved from http://mathwire.com/whohas/whohas.html
4.3 Grand Conversation
Basics
The Literacy and Numeracy Secretariat (2011). Grand conversations in primary classrooms. Capacity Building Series, 18. Retrieved from
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_grand_conversations.pdf
- Time Needed: ~20 minutes
- Room Arrangements: May want to arrange classroom so students facing each other in a circle or U shaped configuration
- Materials: Text read by students
- Teacher begins the conversation by posing question or prompt regarding the text read by the students.
- Students respond spontaneously as a dialogue begins. Students take turns jumping into the conversation when they have something to say.
- Teacher responds with few questions, keeping the conversation on track and helping the students to reach deeper thinking, but allows students to take lead of the conversation.
- Both the teacher and students are apart of the conversation, as they share ideas, thoughts, and perspective.
- When the conversation comes to a close, the teacher summarizes the conversation and leads students in setting goals for the next grand conversation.
- Use this strategy after reading to share ideas, clarify understanding, and construct meaning from the text.
The Literacy and Numeracy Secretariat (2011). Grand conversations in primary classrooms. Capacity Building Series, 18. Retrieved from
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_grand_conversations.pdf
4.4 Give One, Get One
Basics
Irvin, J. (n.d.). Give one, get one. Retrieved March 29, 2014, from http://www.mesd.k12.or.us/si/pdf/Give_One_Get_One.pdf
- Time Needed: 10 minutes
- Room Arrangements: No special arrangement needed.
- Materials: Paper and pencil
- Students take a piece of paper and fold it in half lengthwise. Label the left column of the paper "Give one" and the right column "Get one".
- Students brainstorm a list of everything they know on the topic to be discussed. These thoughts are recorded in the "Give one" column.
- Once the list is complete, students find a partner. Each student reads one of the ideas they have written down on their "Give one" list.
- When students receive new information from their partner, they record it in the "Get one" column.
- After both students have shared and recorded their partners response, students form new pairs and repeat.
- Continue this process two or three more times.
- End the process with a time of whole class sharing on the learning that has occurred.
- This strategy can be used to allow students to engage prior knowledge and brainstorm together.
Irvin, J. (n.d.). Give one, get one. Retrieved March 29, 2014, from http://www.mesd.k12.or.us/si/pdf/Give_One_Get_One.pdf
4.5 Socratic Discussions
Basics
Source
Filkins, S. (n.d.). Socratic Seminars. Retrieved March 30, 2014, from http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-
30600.html
LiteracyTA (n.d.). Structured Socratic Seminar. Retrieved March 30, 2014, from http://www.literacyta.com/teaching-methods/structured-socratic-seminar
- Time Needed: 30-45 minutes
- Room Arrangements: No special arrangement needed.
- Materials: Text (this can include a book, a photo, a video, music, or other information source which leads to interpretation and critical thinking), pencil and sticky notes for note taking
- Students read/view the text, marking key points and taking notes on sticky notes.
- Teacher asks students 3 or 4 open-ended questions in regards to the text. Questions should have multiple possible answers, which text reference can be used to answer. Questions should lead to deeper thinking on the topic.
- Students develop a set of norms for the discussion, such as who and how students will share in the conversation (this includes inquiry, building on the responses of others, and a respectful attitude towards others; also determining when a students is the speaker- e.g. sits in open chair in center of group, relinquishes a token, etc.). Students hold each other accountable to these norms during the discussion.
- Students begin conversations either whole class or in small groups.
- Teacher allows students to lead and carry the discussion. Teacher should remain a bystander and allow students to lead throughout the conversation. If necessary, the teacher can remind students of the guidelines to keep conversation on topic but should avoid correcting or redirecting students (allow peers to do this instead).
- After 20-25 minutes of conversation, teacher leads students in a debrief. Students discuss the strengths and weaknesses of their group. This can be done orally or as a written reflection.
- Use this strategy to begin learning on a new topic.
- This strategy will promote higher-level thinking and collaboration among students.
Source
Filkins, S. (n.d.). Socratic Seminars. Retrieved March 30, 2014, from http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-
30600.html
LiteracyTA (n.d.). Structured Socratic Seminar. Retrieved March 30, 2014, from http://www.literacyta.com/teaching-methods/structured-socratic-seminar
4.6 Seed Discussions
Basics
Simon, C. A. (n.d.). Introducing New Content with Seed Discussions. Retrieved March 30, 2014, from http://www.readwritethink.org/professional-
development/strategy-guides/introducing-content-with-seed-30631.html
- Time Needed: 45 minutes
- Room Arrangements: Arrange room so students have space to work together in groups
- Materials: Text (such as chapter in book, current event article, or unit in a textbook), Seed Discussion Organizer (http://www.readwritethink.org/files/resources/printouts/SeedDiscussionOrganizer.pdf)
- Students spend 10-15 minutes exploring the text and filling out the four sections on the Seed Discussion Organizer. Students should try to list at least 3 thoughts or questions in each box.
- Once the organizers are complete, students have a discussion with a partner or small group.
- Have one group member in the role of the recorder, who writes down the group's collective answers. Each group determines their top three responses for each section.
- Next begin a whole class discussion, allowing each group to share their responses. Individually discuss and explore each prompt and the group responses. During this discussion, students may add in any prior knowledge they have.
- Reflect on the process as a class, discussing how students felt about filling in the organizer on their own and in a group.
- Use this strategy to introduce new content and allow students to build on their background knowledge.
Simon, C. A. (n.d.). Introducing New Content with Seed Discussions. Retrieved March 30, 2014, from http://www.readwritethink.org/professional-
development/strategy-guides/introducing-content-with-seed-30631.html