takeflight

 

Sharing and Applying Information: Tools for Take-off

Page history last edited by themairfamily 1 yr ago

Welcome

 

 

 

Flight-AffinityMappingFractions.wmv 

Summative vs. Formative Assessment

 

 

 

 

What is discussion?

 

 

 

 

 

 

Think-Pair-Share

 

1. Think about your answer individually.

2. Pair with a partner and discuss your answers.

3. Share your answer (or your partner’s answer) when called upon.

 

Write-Pair-Share

 

1. Write your answer individually.

2. Pair with a partner and discuss your answers.

3. Share your answer (or your partner's answer) when called upon.

 

 

 How to Develop Discussion Groups

 

  • Developing "norms" for small groups
    • Rules for the Road - "What we need to do to get the job done."  Carol McKanders
      • Student developed - teacher guided
      • Attention First:  3 ways to refocus your group
        • Sign - ex:  raising hand (respectful)
        • Sound - ex: chimes 
        • Statement - ex: "The window is closing."  "Look this way, please."
      • Examples of norms:
        • active and engaged listening (provide examples)
        • honor time frames
        • everyone participates
        • cooperative and collaborative
        • respect all ideas
        • speak at an appropriate level
        • limit "side bars"
      • Student Agreement - allows students "control" over the norms
        • "Wave at me if you agree to these norms." 

 

  • Random vs. Purposeful vs. Choice Grouping
    • Random grouping - spur of the moment
      • "sticks":  Names, colors, shapes, numbers are used to pair or group students
      • Playing Cards: Distribute playing cards and have the students pair up with someone with the same number or suit color.
      • Mirror Image:  Place identical pairs of numbers, letters or items in a bag.  Have each student pull a card out of a bag and find someone with the same number or letter.
      • You Complete Me:  Cut magazine pictures in half.  Give each student a picture half.  Have each student pair up with the person who has the other half of the picture.  This can also be done with simple math problems in which one card has the problem and the other has the answer.  This can also be done with vocabulary with the term written on one card and the definition written on the other.
    • Purposeful grouping - teacher plans ahead
      • learning styles (handout)
      • ability grouping
    • Choice - students pick groups

 

Discussion Techniques

 

  • Who?
    • Who develops the questions?  Teacher or student inquiry 

     

  • Where?
    • Where will you post the question?
    • group knowledge vs. small group thinking

 

  • Why?
    • What is the purpose/intent
    • opener vs. pushing thinking 

 

  • What?
    • What questions are asked determines the type of discussion and inquiry
    • higher-level questioning requires higher-level responses
    • "who-knows-what"

 

 

 

    • During: Using Questions and Discussion to Engage Students in Critical Thinking 

 

 

 

 

 

 

 

Online collection of articles:

 

Incorporating Discussion into Unit Plan

 

Continue Unit Development:  CURRICULUM

  • pulling it all together
  • Working with an "end in mind"

 

 

 

 

 

 

 

Sharing and Applying Information: Welcome

 

 

Sharing and Applying Information: Samples of Success

 

 

Sharing and Applying Information: Passport Requirements

 

 

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