221+Agenda+-+3.22.12

Discussion-Based Teaching

8:00 - 8:05 - Welcome and good news 8:05 - 8:25 - Review of formal lesson (plans and reflection); Sample reflections 8:25 - 9:00 - Reports from the field 9:00 - 9:10 - Break 9:10 - 10:20 - Discussion-based Teaching (Models) 10:20 - 10:30 - Written Synthesis
 * Characteristics of Strong Reflections
 * Basic outline: brief description/ discussed strengths and weaknesses and why/ next steps/ evidence of student learning
 * Honest - not to complain or brag. "Prom" example, to show what he could have done better.
 * Very detailed and specific, examples, so he could go back and use this in the future.
 * Strong format
 * Professional and Formal tone, not simply based on emotional response.
 * Socratic Seminar
 * Shared text (broadly defined: written text, image, video, situation, problem)
 * Shared text [[file:discussion article.docx]]
 * Everyone closely examines the text and develops three questions; teacher checks the questions before discussion begins
 * Establish norms for discussion and seat everyone in a circle; emphasis on listening
 * Discussion flows based on prepared student questions; teacher avoids talking, but facilitates who talks
 * Debrief experience
 * Write-Pair-Share
 * Teacher poses a meaningful question
 * Students respond individually in writing
 * Students share in pairs or small groups
 * Whole group discussion - teacher can call on anyone
 * Collaborative Learning
 * Teacher poses question or task; students have 3-5 minutes to respond in writing; write "ideas" and "conclusions" on two parts of the board
 * Teacher asks each student or selected students to read aloud their responses
 * Teacher records ideas under "ideas"; teacher helps class identify themes and variety of responses
 * Teacher guides students to come up with group consensus or to discuss why consensus is neither possible or desirable
 * Record any conclusions on the side of the board labeled "conclusions"
 * Constructive Controversy
 * Students in groups of four
 * Teacher presents a controversial issue; each pair is assigned an opposing position
 * Each pair prepares the best case possible for their position; Pairs present their position and listen to the opposing position
 * Pairs debate their positions
 * Pairs reverse their original stance and present the other position
 * The group drops advocacy for any particular position and seeks a shared position that takes into account previously discussed issues and results in a position everyone can agree on
 * Picture Prompt
 * Discussion prompt is a compelling image; teacher asks an open-ended question about the image
 * Students have a minute to think about the image
 * Discussion ensues

10:30 - 10:40 - Housekeeping For next class:
 * Read Larson, chapter 10 - create a summary document based on the chapter and today's class; Tomlinson, chapter 1 - be prepared to discuss the text next class
 * Two micro-teaches on cooperative learning
 * first half of Larson, chap 8 - p. 183-195 - Shelby
 * second half of Larson, chap 8 - . 196-206 - Anna