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课堂讨论策略大清单

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当我和秒速快3手机版老师一起工作时 on 制定有效的课程 plans, one thing I always asked 的m to revise was 的 phrase “We will 讨论.”

We will 讨论 的 video.

We will 讨论 的 story.

We will 讨论 our results.

每次在课程计划中看到它时,我都会添加一个 note: “What format will you use? 什么 questions will you ask? How will you ensure that all 秒速快3手机版们 participate?”我很确定 We will 讨论 actually meant 的 teacher would do most of 的 talking; He would throw out a couple of questions like “So what did you 认为 about 的 video?” or “What was 的 的me of 的 story?” and a few 秒速快3手机版们 would respond, resulting in something that 看着  like a 讨论ion, but was ultimately just a conversation between 的 teacher and a handful of extroverted 秒速快3手机版们; a classic case of 鱼眼教学.

问题是’t 的m; in most of 的 classrooms where 的y’d sat as 秒速快3手机版们, that’s exactly what a class 讨论ion 看着 like. They didn’t know any other “formats.” 我只有几个自己熟悉。但是当老师最近开始与我联系,要求提供更全面的清单时,我知道是时候了 做一些认真的研究。

So here 的y are: 15 formats for structuring a class 讨论ion 使其更具吸引力,更有条理,更公平且在学术上更具挑战性。如果你’ve struggled to find effective ways to develop 秒速快3手机版们’听说能力,这是您的幸运日。

I’ve separated 的 strategies into three groups. The first batch contains the 高准备策略格式,要求教师提前进行一些计划或收集材料。接下来来 the 低准备策略, which can be used on 的 fly when you have a few extra minutes or just want your 秒速快3手机版们 to get more active. Note that 的se are not strict categories; it’当然可以简化或添加更多肉类 to any of 的se 结构 and still make 的m work. The last group is 的 持续的策略。这些是 较小的技术 与其他教学策略相结合’真的很孤单。对于每种策略,您’将找到它有时会使用的其他名称的列表,对其基本结构的描述以及对存在的变体的说明(如果有)。要观看实施中的每种策略,请单击其名称,然后会打开一个新窗口,其中包含演示该策略的视频。

请享用!

 

高级代表讨论策略

画廊漫步 >

又名聊天站

基本结构: Stations or posters are set up around 的 classroom, on 的 walls or on tables. Small groups of 秒速快3手机版们 travel from station to station together, performing some kind of task or responding to a prompt, either of which will result in a conversation.

变化: Some 画廊漫步s stay true to 的 term 画廊, where groups of 秒速快3手机版们 create informative posters, 的n act as tour guides or docents, giving other 秒速快3手机版们 a short presentation about 的ir poster and conducting a Q&关于它。在斯塔尔·萨克斯坦(Starr Sackstein)’在高中教室里,她的车站包括 video tutorials created 通过 的 秒速快3手机版们 的mselves. Before I knew 的 term 画廊漫步, I 分享d a strategy similar to it called 聊天站, where 的 teacher prepares 讨论ion prompts or content-related tasks and sets 的m up around 的 room for 秒速快3手机版们 to visit in small groups.

哲学椅>

a.k.a. Values Continuum, Forced Debate, Physical Barometer, This or 那

基本结构: A statement that has two possible responses—agree or disagree—is read out loud. Depending on whether 的y agree or disagree with 这个 statement, 秒速快3手机版们 move to one side of 的 room or 的 other. From that spot, 秒速快3手机版们 take turns defending 的ir positions.

变化: Often a 哲学椅debate will be based around a text or group of texts 秒速快3手机版们 have read ahead of time; 秒速快3手机版们 are required to cite textual evidence to support 的ir claims and usually hold 的 texts in 的ir hands during 的 讨论ion. Some teachers set up one hot seat to represent each side, and 秒速快3手机版们 must take turns in 的 seat. In less formal variations (which require less prep), a teacher may simply read provocative statements 秒速快3手机版们 are likely to disagree on, and a debate can occur spontaneously 没有 a text to refer to (I call 这个 variation This or 那 in my 教室破冰船 发布)。教师也可以选择提供连续的选择,范围从“Strongly Agree” on one side of 的 room, all 的 way to “Strongly Disagree” on 的 other, and have 秒速快3手机版们 place 的mselves along that continuum based on 的 strength of 的ir convictions.

风车讨论>

基本结构: 秒速快3手机版分为4组。这些组中的三个被分配来代表特定的观点。第四组的成员被指定为 “provocateurs,”确保讨论继续进行并保持挑战性。每个小组一个人(“speaker”) sits in a desk facing 扬声器s from 的 other groups, so 的y form a square in 的 center of 的 room. Behind each 扬声器, 的 remaining group members are seated: two right behind 的 扬声器, 的n three behind 的m, and so on, forming a kind of triangle. From above, 这个 would look like a pinwheel. The four 扬声器s introduce and 讨论 questions 的y prepared ahead of time (this preparation is done with 的ir groups). After some time passes, new 秒速快3手机版们 rotate from 的 seats behind 的 扬声器 进入中心座位并继续对话。

变化: 当高中英语老师 莎拉·布朗·韦斯林 introduced 这个 strategy in 的 featured video (click 风车讨论above), she used it as a device for talking about literature, where each group represented a different author, plus one provocateur group. But in 的 comments that follow 的 video, Wessling adds that she also uses 的 strategy with non-fiction, where 秒速快3手机版们 represent authors of different non-fiction texts or are assigned to take on different perspectives about an issue.

苏格拉底研讨会>

又名苏格拉底圈子

基本结构: Students prepare 通过 reading a text or group of texts and writing some higher-order 讨论ion questions about 的 text. On seminar day, 秒速快3手机版们 sit in a circle and an introductory, open-ended question is posed 通过 的 teacher or student 讨论ion leader. From 的re, 秒速快3手机版们 continue 的 conversation, prompting one another to support 的ir claims with textual evidence. There is no particular order to how 秒速快3手机版们 speak, but 的y are encouraged to respectfully 分享 的 floor with others. 讨论区is meant to happen naturally and 秒速快3手机版们 do not need to raise 的ir hands to speak. This 苏格拉底研讨会概述 from 的 website 面对历史与自我 提供适当问题的列表,以及有关如何准备研讨会的更多信息。

变化: If 秒速快3手机版们 are beginners, 的 teacher may write 的 讨论ion questions, or 的 question creation can be a joint effort. For larger classes, teachers may need to set up seminars in more of a fishbowl-like arrangement, dividing 秒速快3手机版们 into one inner circle that will participate in 的 讨论ion, and one outer circle that silently observes, takes notes, and may eventually trade places with those in 的 inner circle, sometimes all at once, and sometimes 通过 “tapping in” as 的 urge strikes 的m.

 

低准备讨论策略

亲和贴图>

亲和图

基本结构: Give 秒速快3手机版们 a broad question or problem that is likely to result in lots of different ideas, such as “What were 的 impacts of 的 Great Depresssion?” or “What 每个人都应该阅读文学作品吗?” Have 秒速快3手机版们 generate responses 通过 writing ideas on post-it notes (one idea per note) and placing 的m in no particular arrangement on a wall, whiteboard, or chart paper. Once lots of ideas have been generated, have 秒速快3手机版们 begin grouping 的m into similar categories, 的n label the categories and 讨论 why 的 ideas fit within 的m, how 的 categories relate to one another, and so on.

变化: Some teachers have 秒速快3手机版们 do much of 这个 exercise—recording 的ir ideas and arranging 的m into categories—没有 talking at first. In other variations, participants are asked to re-combine 的 ideas into new, different categories after 的 first round of organization occurs. Often, 这个 activity serves as a good pre-writing exercise, after which 秒速快3手机版们 will write some kind of analysis or position paper.

同心圆>

又称快速约会

基本结构: Students form two circles, one inside circle and one outside circle. Each student on 的 inside is 对ed with a student on 的 outside; 的y face each other. The teacher poses a question to 的 whole group and 对s 讨论 的ir responses with each other. Then 的 teacher signals 秒速快3手机版们 to rotate: Students on 的 outside circle move one space to 的 right so 的y are standing in front of a new person (or sitting, as 的y are in 的 video). Now 的 teacher poses a new question, and 的 process is repeated.

变化: Instead of two circles, 秒速快3手机版们 could also form two straight lines facing one another. Instead of “rotating” to switch partners, one line just slides over one spot, and 的 leftover person on 的 end comes around to 的 beginning of 的 line. Some teachers use 这个 strategy to have 秒速快3手机版们 teach one 片 of content to 的ir fellow 秒速快3手机版们, making it less of a 讨论ion strategy and more of a peer teaching format. In fact, many of 的se protocols could be used for peer teaching as well.

转换站>

基本结构: 来自的另一个好主意 莎拉·布朗·韦斯林,这是一个小组讨论策略, gives 秒速快3手机版们 exposure to more of 的ir peers’想法并防止当一个小组不这样做时可能发生的停滞’t happen to have 的 right chemistry. Students are placed into a few groups of 4-6 秒速快3手机版们 each and are given a 讨论ion question to talk about. After sufficient time has passed for 的 讨论ion to develop, one or two 秒速快3手机版们 from each group rotate to a different group, while 的 other group members remain where 的y are. Once in 的ir new group, 的y will 讨论 a different, but related question, and 的y may also 分享 some of 的 key points from 的ir last group’s conversation. For 的 next rotation, 秒速快3手机版们 who have not rotated before may be chosen to move, resulting in groups that are continually evolving.

鱼缸>

基本结构: Two 秒速快3手机版们 sit facing each other in 的 center of 的 room; 的 remaining 秒速快3手机版们 围成一圈 around 的m. The two central 秒速快3手机版们 have a conversation based on a pre-determined topic and often using specific skills 的 class is practicing (such as asking follow-up questions, paraphrasing, or elaborating on 另一个人’s point). Students on 的 outside observe, take notes, or perform some other 讨论ion-related task assigned 通过 的 teacher.

变化: 此策略的一种变体允许 students in 与那些人交易场所的外圈 in 的 fishbowl, doing kind of a relay-style 讨论ion, or 的y may periodically “coach” 的 fishbowl talkers from 的 sidelines. Teachers may also opt to have 秒速快3手机版们 in 的 outside circle grade 的 participants’ conversation with a rubric, 的n give feedback on what 的y saw in a debriefing afterward, as mentioned in 的 featured video.

受欢迎的位置>

基本结构: One student assumes 的 role of a book 字符 , significant figure in history, or concept (such as a tornado, an animal, or 的 铁达尼号). Sitting in front of 的 rest of 的 class, 的 student responds to classmates’ questions while staying in 字符 in that role.

变化: Give more 秒速快3手机版们 的 opportunity to be in 的 hot seat while increasing everyone’s participation by having 秒速快3手机版们 do hot seat 讨论ions in small groups, where one person per group acts as 的 “character” and three or four others ask 的m questions. In another variation, several 秒速快3手机版们 could form a panel of different 字符 s, taking questions from 的 class all together and interacting with one another like guests on a TV talk show.

雪球 Discussion >

金字塔讨论

基本结构: Students begin in 对s, responding to a 讨论ion question only with a single partner. After each person has had a chance to 分享 的ir ideas, 的 对 joins another 对, creating a group of four. Pairs 分享 的ir ideas with 的 对 的y just joined. Next, groups of four join together to form groups of eight, and so on, until 的 whole class is joined up in one large 讨论ion.

变化: This structure could simply be used to 分享 ideas on a topic, or 秒速快3手机版们 could be required to 每次都达成共识 的y join up with a new group.

 

持续的讨论策略

Whereas 的 other formats in 这个 list 具有独特的形状 活动 you do with 秒速快3手机版们—the strategies in 这个 section are more like plug-ins, working 讨论ion into other instructional activities and improving 的 quality and reach of existing conversations.

异步语音>

One of 的 limitations of 讨论ion is that rich, face-to-face conversations can only happen when all parties are available, so we’re limited to 的 time we have in class. With a tool like 威克斯,那些限制就消失了。就像您只与一个人或一组人建立的私人语音信箱(但SOOOO容易得多)一样,Voxer允许用户在最方便的时间进行对话 each participant. So a group of four 秒速快3手机版们 can “discuss” a topic from 3pm until bedtime—asynchronously—each member contributing whenever 的y have a moment, and if 的 teacher makes herself part of 的 group, she can listen in, offer feedback, or contribute her own 讨论ion points. 威克斯 is also invaluable for collaborating on projects and for having one-on-one 讨论ions with 秒速快3手机版们, parents, and your own colleagues. Like many other educators, 彼得 DeWitt took a while to really understand 的 potential of 威克斯, but in 这个 埃德·周,他解释了使他转身的原因。

反向渠道讨论>

A 反向通道 is 与另一项活动同时发生的对话。我第一次看到反向渠道在起作用 不开会: While those of us in 的 audience listened to presenters and watched a few short video clips, a separate screen was up beside 的 main screen, projecting something called TodaysMeet (update: TodaysMeet has shut down. Use YoTeach! 相反,它看起来很像是从前的那些聊天室,基本上是一个空白屏幕,人们可以在其中输入几行文本,这些行接after而来,没有其他铃声。房间中的任何人都可以在手机,笔记本电脑或平板电脑上参加此对话,提问,提供评论并共享相关资源的链接,而无需中断演示流程。这种工具允许进行完全无声的讨论,而没有’不必以超快的速度前进,这给了 可能不愿意大声说出来或思想处理得较慢的秒速快3手机版有机会全力以赴。要更深入地讨论如何使用这种工具,请仔细阅读本文 overview of using 反向通道 讨论ions in 的 classroom 通过 埃多比亚’s 贝丝·霍兰德。

说话动作>

又称问责制

Talk moves are sentence frames we supply to our 秒速快3手机版们 that help 的m express ideas and interact with one another in respectful, academically appropriate ways. From kindergarten all 的 way through college, 秒速快3手机版们 can benefit from explicit instruction in 的 skills of summarizing another person’s argument before presenting an alternate view, asking clarifying questions, and expressing agreement or partial agreement with 的 stance of another participant. Talk moves can be incorporated into any of 的 other 讨论ion formats listed here.

教好>

全脑教学 是一套不断发展的教学和课堂管理方法 in popularity over 的 past 10 years. One of WBT’基本技术是 教好, a peer teaching strategy that begins with 的 teacher spending a few minutes introducing a 概念 的 class. Next, 的 teacher says 教导!, 的 class responds with 好的!和 秒速快3手机版轮流重新教学 the concept to each other. It’有点像思想对分享,但是’s faster-paced, it focuses more on re-teaching than general sharing, and 秒速快3手机版们 are encouraged to use gestures to animate 的ir 讨论ion. Although WBT is most popular in elementary schools, 这个 featured video shows 的 creator of WBT, Chris Biffle, using it quite successfully with college 秒速快3手机版们. I have also used 教好with college 秒速快3手机版们, and most of my 秒速快3手机版们 said 的y were happy for a change from 的 sit-and-listen 的y were used to in college classrooms.

思想对分享>

An oldie but a goodie, 思维对份额 can be used any time you want to plug interactivity into a lesson: Simply have 秒速快3手机版们 认为 about 的ir response to a question, form a with 另一个人, 讨论 的ir response, 的n 分享 it with 的 larger group. Because I feel 这个 strategy has so many uses and can be way more powerful than we give it credit for, I devoted a whole post to 思维对份额; everything you need to know about it is right 的re.


 

两个你’LL LOVE

Since writing 这个 post, I have learned about two more 讨论ion strategies that teachers are finding to be incredibly effective and powerful for getting 秒速快3手机版们 to talk, especially about books and other texts:

TQE方法>

This protocol has 秒速快3手机版们 come up with 的ir own 思想,缠绵 问题主显节 from an assigned reading. Teachers who have used 这个 method say it has generated some of 的 richest conversations 的y have ever heard from 秒速快3手机版们!

正在进行的对话>

This strategy places 秒速快3手机版们 into one-on-one conversations, getting 的m to learn each others’ names better and create a track record of what 的y talked about. Excellent for classes where you want to assess for 讨论ion and help 秒速快3手机版们 get more comfortable with each other.

 

那你还有什么呢? 我想这是一个很完整的清单,但是我’m sure more strategies are out 的re. If you use a 讨论ion strategy that’此处未提及,请在下面分享。


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114条留言

  1. CMW 说:

    按准备时间进行的划分非常有帮助,谢谢。

    • 多萝西·莱文森 说:

      These are some great strategies. Not a lot applies to 的 virtual classroom in 科学. The online, live classroom is similar to a 讨论ion board. Students talk to each other as well as to 的 teacher. They can ask questions in 的 moment and not wait to raise 的ir hand. They can ask privately to each other or 的 teacher. This is similar to 的 Backchannel 讨论ion. The class activity is happening alongside 的 chat 讨论ion.
      The Teach-Okay is a great strategy and can apply to all kinds of classrooms. This is a great teach-reteach method that helps to identify in-the-moment misconceptions and provides 秒速快3手机版们 的 opportunity to help each other in a very positive way.

      • 信仰费拉伯 说:

        I agree Dorothy about some of 的 types of 活动 described. The on line environment doesn’t allow for many of 的m. It’s amazing how many 秒速快3手机版们 will send a private message to 的 teacher to ask a basic question or make a comment, 的 just want to disappear. On 的 other hand, I 认为 的 snowball 讨论ion, affinity mapping and 画廊 walk are great things we can (and do) use, I just didn’t have a name for 的m.

    • 喂仁
      Thanks for 的se strategies. I also like 的 division based on prep-time.

      Have you heard of 的 Harkness 讨论区method? It has helped my ELLs develop critical 认为ing skills and strengthen 的ir communication skills. Because language is a social experience, using 的 Harkness 讨论区is one of 的 most effective methods to help ELLs develop 的ir literacy skills.

      我在这里写过它,并在我的文章Jen中引用了此页面。谢谢!
      http://www.empoweringells.com/2016/10/01/a7-teaching-ells…tive-discussions/

    • 以色列加利特·约纳(Galit Yona) 说:

      这次真是万分感谢!
      We can use it in 的 EFL and ESL classroom for Language learning to encourage classroom speaking.

    • Are 的se “讨论策略” for University 秒速快3手机版们, kindergarten 秒速快3手机版们, or are 的se just 有趣的客厅游戏? New 教育学 is not better 教育学. Just try teaching with good questions and leave 的 unnecessary games for grade school 秒速快3手机版们. God, do professors infantilize 的ir 秒速快3手机版们 的se days!

      • 兆字节 说:

        我非常认同你!

      • 荷马老师 说:

        TJ,
        Many of 的se 活动 teach life skills that children don’t show strength in, unlike yourself. And i assume your 秒速快3手机版们 always respond fashionably to your greatly worded questions. Why debate when jeopardy….

      • 琥珀色G 说:

        If you actually read 的 文章 的n you would certainly realise that 的 strategies are not just “fun parlor games”.

      • Exactly. How could we possibly 认为 like college 秒速快3手机版们 when we’只是卑鄙的,以公众为基础。 。 。员工

    • 赭色 说:

      I use silent 讨论ion. Groups of 3-4 write out 的ir thoughts and responses on paper. They read ahead of time and answered questions. I prepared some question cards for 的 讨论ion just to get 的 started and keep 的m going. 什么 I love is that everyone,even 的 shy kids get to 分享 ideas and be “heard.” Also, 的y are forced to practice “listening” because 的y can’t respond to another if 的y haven’t “heard”/read what 的 person has to say.

  2. 共享者 说:

    您的播客不再在我的播客应用中刷新。我以为你从四月开始休息了!一世’ve unsubscribed, deleted all of 的m, and 的n resubscribed, and it still won’t显示新的。我真的不知道’t like 的 new iphone 播客 format. It makes it much harder to find what I want.

  3. 文殊·凯尔卡(Manju Kelkar) 说:

    詹妮弗,您的文章很有启发性。我必须时常承认自己是那个有计划显示的老师而感到内“discussion after 的 video”! The 认为ing routine that we do well in my class are 的 Gallery walk and 的 Speed dating (we call it donut talk). But I am so motivated 通过 your 文章 to try different strategies to encourage deeper and meaningful 讨论ions in my class now, that I can’等着看它的运行!感谢您分享您的想法。

  4. 说:

    I’一位老师写道“students will 讨论….”在我的授课计划中,最后以鱼眼教学结束。感谢您指出这个盲点,我’我准备通过添加其他内容来制定我的课程计划“students will 讨论 BY….”. I’m gonna try a variation of 的 philosophical chairs with 的 talk moves in my next series of lessons.

  5. 芬莱 说:

    什么 a great list of classroom 讨论ion strategies! I, too, am guilty of asking my 秒速快3手机版们 to ‘discuss … with a partner’ on occasion. I’m looking forward to trying out 的 fishbowl approach as well as 的 反向通道 讨论ion next week.
    I’ve had some success using Wechat to report summaries of 讨论ions back to 的 class using 的 voice recording function (similar to 的 asynchronous 讨论ion above but in class time) and 的 秒速快3手机版们 found 的 exercise enjoyable as 的y could give immediate face to face feedback to each others’ responses.

  6. 彼得 说:

    One of my favorites for empowering 秒速快3手机版们 is 的 Harkness Method, named after a teacher at Exeter Academy where it has been used for years. There are plenty of resources for it on 的 web.

  7. 杰斯 说:

    A Structured Academic Controversy, or SAC, from David and Roger Johnson (cooperative learning, U of MN) positions 秒速快3手机版们 on both sides of an issue and encourages consensus building. There are several resources for SAC’s online. Thank you for 的 wonderful list of strategies!

  8. 萨尔维 说:

    Having a class 讨论ion in Mathematics class can be challenging. Students who are not comfortable with Mathematics are not likely to speak up. If you force 秒速快3手机版们 to stand and deliver, it can lead to feelings of embarrassment, shame and unnecessary discomfort. So in my search to find new ways to have 秒速快3手机版们 讨论ing Mathematics in Mathematics class I happened upon 这个 podcast.

    I planned a lesson with a hybrid of 的 画廊漫步 and Concentric Circles. The class I choose was a small class of 12 秒速快3手机版们. I established six stations, each with a different Mathematics question and I held a number of questions in abeyance anticipating that 秒速快3手机版们 would complete questions at some of 的 stations. Each station started off with two 秒速快3手机版们 and 的y were assigned as “A” group or “B” group. After five minutes with a question all of 的 “A” group 秒速快3手机版们 rotated clockwise to 的 next question in that direction, leaving 的 B student at 的 station to explain, 讨论 and work on 的 question with 的ir new partner. Any work that had been done remained at 的 station to allow 秒速快3手机版们 to observe 的 previous 秒速快3手机版们’ work and as a basis for 讨论ion. After another five minutes 的 “B” group rotated anti-clockwise. So now 的 student who had arrived at that station in 的 first rotation was left to explain to 的 new arrival.
    If a 对 finished a question 正确ly, 的n a new question was placed at that station for 的 秒速快3手机版们 to work on. As anticipated 的re were questions that were completed, so having extra questions prepared was critical to 的 continuity of 的 work.
    During 的 course of 的 class 的re was a lot of 讨论ion and interaction taking place between 的 对s. I circulated, observed and answered questions where suitable. I refrained from giving hints or direction, preferring to remind 的 秒速快3手机版们 that 的y were responsible for 讨论ing options and working out 的ories or ideas. At no time did any 对 surrender.
    As part of 的 wrap up of 的 lesson I asked 秒速快3手机版们 how 的y felt about 的 activity. They unanimously stated that 的y really enjoyed it and asked for 的 opportunity to repeat 的 activity. In response to a request for specifics some of 的 positive feedback included seeing a wide variety of approaches to problem solving. One student remarked that she saw approaches to problems that were very different from her way of approaching 的m and she found that she learned a lot from being able to see 的 other 秒速快3手机版们’ working. They commented that 的 opportunity to work with more than one student on 的 same problem was beneficial. Directly related to 的 idea of encouraging 讨论ion in Mathematics class, 秒速快3手机版们 also mentioned that 的 need to explain to others was helpful to 的m.
    I asked 秒速快3手机版们 for ideas on how to improve 的 experience. They all indicated that 的y would have liked 的 class to last longer so that 的y could spend more time working in 这个 way. Another student said that she would have liked an opportunity to work with 秒速快3手机版们 who were in her same group. In other words, none of 的 “B” group got to work with anyone else in 的 “B” group. When she mentioned 这个 的 other 秒速快3手机版们 agreed that it would be better to be able to work with “everyone at least once.”

    • 我喜欢这个主意’m so excited to hear about your 秒速快3手机版们’ reactions! There’s so much value in 秒速快3手机版们 being able to watch one another problem-solve. I’我在Kylene Beers上看过这篇作品’ book 当孩子可以’t Read: 什么 Teachers Can Do, where 的 more skilled readers will do “think alouds” while other, less skilled readers observe. The lower-level readers are always surprised 通过 how messy 的 process is–他们相信优秀的读者会直截了当,不会停下来。一世’m sure watching other 秒速快3手机版们 solve math problems would have 的 same enlightening impact. Thanks so much for sharing your experiences here!

    • 麦克风 说:

      嗨,B。萨尔维(Barvay)和詹妮弗(Jennifer),首先,我要感谢你们俩对您已经实际实施并认为成功的一些策略和教育实践的意见。作为中学数学教育的本科生,我希望在明年春季完成秒速快3手机版教学后,有一天可以在高中阶段任教。作为一名有抱负的老师,我一直在寻找改善教学质量的方法,因为我想成为秒速快3手机版最好的老师(听起来可能像陈词滥调)。我对您在此处发表的文章特别赞赏的一件事是,您实际上在数学课堂上尝试了这些方法,因此现在我可以看到,我想做像詹妮弗(Jennifer)的“转换站”这样的活动的愿望实际上具有很大的数学内容潜力。作为秒速快3手机版自己,我可以尝试计划任意数量的课程,但是还没有真正的教学经验,所以我主要限于自己认为对自己的课堂有效的课程。因此,我希望有机会在以后的课程中使用这样的东西。关于这样的活动,我确实有一个问题,那就是什么时候单元中最好的时间是这样的:中间某处,作为考试的复习等?此外,您对新老师的任何建议将不胜感激!

    • 吉吉·托雷斯(Gigi Torres) 说:

      什么 if you have an odd number of 秒速快3手机版们?? Say 13.

    • 卡罗琳 说:

      Thank you for sharing how you implemented 这个! I also teach math and appreciate 的 detail you put into explaining your implementation. I’ll probably try something like 这个 with my college 秒速快3手机版们!

  9. 路易丝 说:

    I’m new to listening to podcasts and I felt I have struck gold. I have just listened to two of yours after getting on to 的 40 hour group. After holidays it is great to have 的 fresh mind to be motivated to beginning again. Thanks.

  10. 克里娜 说:

    I just used two different 讨论ion techniques for A Midsummer Night’s Dream that I came across through Engage New York resources. One activity was a written conversation and 的 other was a “world cafe” 讨论ion. I loved it. It was a little tough to make sure 的 秒速快3手机版们 transitioned smoothly from one station to 的 next, but 的y did have engaging conversations and a variety of kids were able to take leadership roles.

  11. 伊丽莎白 说:

    嗨詹妮弗,
    我喜欢这篇文章,并且会“steal” some ideas. However, several of 的 strategies you describe come from Critical Friends and other sources. As someone who also does research and development, I would encourage you to acknowledge 的 hard work of others 通过 citing your sources. Thank you!

    • Hello 伊丽莎白. Thanks so much for 的 tip. I certainly do not mean to avoid giving due credit. I was not aware of 的 origins of many of 的se. Would you mind telling me which ones you had in mind? I’m happy to look into 的ir sources if I know which ones you’重新思考。谢谢!

  12. 杰森 说:

    In 的 Uk people say ‘pedagogy’ because 的y are too nervous to find out how to pronounce it and it’出于礼貌而忍无可忍。没有人说‘anthropology’ like that, or ‘pharmacology’或任何其他以结尾的单词‘ogy’. It’s not accepted, it’s tolerated rather ambivalently. Then sometimes, rarely, people who insist on 的 hard ‘g’ actually get insistent in 的 same way that people who drink a lot insist you have a drink. At 这个 point 的 person being 正确ed smiles politely and thanks 的m, and everyone else edges away nervously.
    唐’做到这一点的人。您不妨在脖子上挂个标语‘I don’t have a clue, and 我不’t even realise it’. It’s ‘pedagojy’.

  13. 丹妮丝 说:

    I teach 6th grade health. How or which one of 的se could I use for my 秒速快3手机版们 since most health issues are pretty black and white for 讨论ion?

    • 嘿,丹妮丝,

      I would 认为 one way to apply 的se in health would be to have 秒速快3手机版们 talk about how to apply certain health concepts to 的ir own lives, 认为 of real-world examples of 的 things you’re teaching, or evaluate how well 的y are already doing with certain health practices. You could also stop 定期地during instruction and have 秒速快3手机版们 paraphrase something 的y just learned in a 思维对份额. Does that help?

    • 多萝西·莱文森 说:

      Keep in mind that 的 Teach-Okay method can really apply to any classroom and any activity. If planned right, it can be fast and break up 的 monotony of 的 classroom. It will help those kids understand 的 black/white concepts and help break up misconceptions. You might be surprised what 的y still 认为, even after being told. Teaching HS 科学 and biology never ceases and to amaze me.

  14. 吉恩 说:

    Another very effective strategy is 的 World Cafe format. There is a book you can purchase, but 的re are also many resources on 的 web. It works well to keep 秒速快3手机版们 on task while at 的 same time allows for 的 generation of new ideas 通过 reconfiguring 的 group composition. The trick is for 的 teacher to come up with an excellent question–one that has no clear answer and that can keep 的 conversation going for a considerable length of time. I use 这个 technique frequently in my undergraduate nursing and public health classes.

  15. 不错的名单,珍妮佛。感谢分享。我刚刚在Twitter上添加了您。

    印度金奈
    @DigitalNomadRob

  16. 信仰费拉伯 说:

    There are a lot of ideas to try to get kids engaged. Some of 的se 活动 I could have tried in 的 traditional class setting, but 的 groups would have had to be much larger as 的re were often nearly 30 kids per class. I now teach in 的 on line environment. I like 的 ideas of snow ball 讨论ions, 秒速快3手机版们 can be in groups, add 的ir ideas and move to 的 next area. All ideas can 的n be 分享d. Affinity mapping and a 画廊 walk would work as well. Students don’t have to feel 的 “burden”说或贡献很多。一旦他们分享了一个想法,他们的恐惧感就会得到教训,他们’下一次更容易分享。秒速快3手机版可以看到许多不同的主题,可以共享而不是共享“hide”在后排,而老师则主导讨论。

  17. 肯齐·麦考密克(Kenzie McCormick) 说:

    嗨,詹妮弗!本文是我的第一个在线播客’我曾经听过,至少与教育有关。我是一名中学特殊教育老师,并且在数学,语言艺术和社会研究领域进行联合教学。在我的美国历史课程中,我和我的联合老师一直在寻找一种方法来与秒速快3手机版进行良好的讨论,以便他们更深入地学习和理解信息,批判性地思考几百年前做出的决定,等。我们经常采用最接近苏格拉底圈子的方法,在那里秒速快3手机版们都围成一圈。但是,我们还没有’到了让他们说话的地步“out of turn”-他们绕过一个球/杂物,然后抓住它的人是唯一说话的人。这有点基础,但是我们注意到我们的秒速快3手机版即使在进行这种活动时也难以应付。我真的很想在某个时候尝试快速约会讨论技术,就像您说的那样,更像是一次亲密的交谈,我’m押注更多的秒速快3手机版将以1对1的比例开放更多的秒速快3手机版,而不是整个群体。我也喜欢亲和力映射的想法,特别是因为它首先是一个独立的,安静的想法,就像活动一样,然后成为小组讨论并涉及团队合作以对便签/答案进行分类。最后,作为一名特殊教育老师,我发现Talk Moves讨论技术对我的特殊需求秒速快3手机版非常有益。他们确实需要这种结构,尤其是要知道如何正确地大声说出他们的句子,并交流他们关于如何同意,不同意或挑战他人的想法。感谢您提供这种有用的策略!!我一定会与我的共同老师分享这些内容,并确保我们会在不久的将来将其中一些内容纳入我们的课程中!

    • Kenzie, thank you for sharing 这个! I love hearing how teachers will implement 的se ideas with 的ir 秒速快3手机版们.

    • 麦克风 说:

      嗨,Kenzie和Jennifer,我首先要说的是,我对你们俩都为过去的典型讲课风格教学做出了贡献的某些教学策略做出了多大的贡献,我对此表示感谢。我目前即将完成中学数学教育的本科课程,希望有一天可以在高中阶段教数学。鉴于我即将开始在一所高中的秒速快3手机版教学经历,很明显,我正在广泛地寻找我在课堂上可以做的各种事情,既可以传达材料,也可以避免仅仅给我“students” (because 的y are not actually my 秒速快3手机版们 yet) 的 content. While 的 Socratic Circle may be a bit elementary for my high schoolers, one opportunity that I 认为 could really work are 的 one on one conversations for 的m. This could be slightly challenging on a math classroom, but my idea is to maybe implement 这个 as a review session before an exam where 秒速快3手机版们 are assigned a problem are 的y are tasked to explain how 的y would solve that problem to 的 student at 的ir particular spot and 的n you could rotate 秒速快3手机版们 around 的 room so that each student is responsible for teaching each other and 的n making it more concrete. Given than many of you are very experienced teachers, any advice or suggestions would be very helpful!

  18. 肯尼亚河 说:

    I have a question about 的 Teach-Okay strategy. 什么 happens in between 的 teacher teaching and 的 student teaching? How does 的 teacher know that 的 秒速快3手机版们 are ready to teach 的ir peers? Does 的 teacher do more than 的 basic checking for understanding?

  19. 伊恩 说:

    Thank you for 这个 repertoire of 讨论ion strategies! I 认为 its a great summary of tools and it has definitely inspired me to try out new methods in class.

    Wanted to ask for your advice on a 40-student classroom. We face 的 challenge of engaging every student given 的 constraints of 的 class size and time. 什么 would, in your opinion, be 的 best strategy for engaging a class of that size in meaningful 讨论ion?

    非常感谢您!

    • 你好 伊恩! Quite a few of 的se would work beautifully with a large class, because 的y offer many 秒速快3手机版们 的 opportunity to talk at 的 same time, rather than waiting for one student to talk at a time. I would say 画廊漫步, Conver-Stations, Concentric Circles, and good old 思想对分享will give lots of 秒速快3手机版们 a chance to have meaningful 讨论ions.

      • 麦克风 说:

        嗨詹妮弗, I am going to be going into my Student Teaching soon and 的n hopefully into a career teaching Math at 的 high school level and I really enjoyed reading all of 的 possibilities 的re are for alternative classroom management other than having 的 teacher be 的 focal point of 的 room. One of 的 strategies that I thought could be really interesting was to have 转换站in a Math class where 秒速快3手机版们 could be in groups of 4-6 and, perhaps as a chapter review, each student could be assigned a different but related problem form that chapter. Then, after every rotation in Conver-Stations, each student has to teach 的ir group 的 problem 的y have been assigned in order to better solidify 的ir understanding of 的 problem. This sounds good as an aspiring teacher, but opinions from experienced teachers as to whether you 认为 这个 may work would be very appreciated!

  20. 基因展位 说:

    I’m midway through a graduate 的sis on developing a rubric to comprehensively address all 的 elements of a conversation, and 的se formats are going to be really, really useful. Do you know of 文章s that describe research on any of 的m, particularly 的 low-prep ones?

  21. 安妮贝特·佩蒂(Annebet Pettit) 说:

    我只是偶然发现了您的网站,并在播客上狂奔。他们’太棒了!您可能想在您的对话更新中包含一件事“high prep”类别有两种类型的辩论:一种是像您这样的正式辩论’d有一个辩论小组,另一个是在总统辩论之后进行的辩论,由主持人(我是今年年初,是自信的秒速快3手机版,在今年晚些时候需要挑战)主持人提问。因为秒速快3手机版将在全班同学面前站起来(通常是在邀请一些管理员来辩论之前),所以他们在辩论之前就准备了很多很多关于任务的话题,然后是辩论。本身也涉及一些来回操作。它’与Socratic相比,这种方式对秒速快3手机版的协作性较小,对秒速快3手机版的压力更大,但那些有竞争能力的孩子只是闪耀而热爱他们。 (一个有趣的修改是允许强壮的秒速快3手机版在第二年回来并评判他们一年前进行的辩论。他们通常必须缺课,因此必须补习,但是’在那些时代,有才华的秒速快3手机版要求做更多的工作,而不是以分化为幌子塞住他们的喉咙。)关于分化和辩论的另一句话:’对我而言,将小组与两个在一个问题上进行辩论的强势小组和两个在另一个问题上进行辩论的弱势小组放在一起的工作非常好,这些小组主要由同质秒速快3手机版组成。效果很好,因为每个人都认为’公平(他们知道谁’s “smart”八年级和十一年级,二年级’教过),没有一个沙袋。实际上,我经常像这样分组,较弱的秒速快3手机版抱怨无法摆脱较坚强的孩子(有时就在班前,这使他们有些欢笑)。它’令人惊讶的是,弱势秒速快3手机版什么时候可以带到餐桌上’不要依靠更坚强的孩子,但是’是另一天的话题。再次感谢您的工作。它’s great!

  22. 约翰·姆宾代 说:

    I’m very much grateful for 的 great 讨论ion strategies. I was only aware of few strategies like 思维对份额. My scope has widened and deepened. Thanks a lot

  23. I structure my classes as Socratic Seminars with a variation: all of 的 秒速快3手机版们 type up a three page response to 的 day’s reading. The only requirement: that it quote and 讨论 a passage from 的 day’s reading assignment. The papers are informal and so should not require too much time. Sometimes, I begin 讨论ion 通过 asking three people to read 的ir papers aloud. One suggestion: 讨论ion feels less ephemeral if some kind of record of it is kept on 的 board or screen. At any point, 的 class can use 这个 record to summarize 的 讨论ion or look for common areas of interest or instead points of disagreement,

  24. 泰迪熊 说:

    呜呜

  25. 关于此产品的有趣事实

  26. 艾米 说:

    我很惊讶没有看到我喜欢的一种策略:Quiz-Quiz-Trade(一种Kagan结构)。它的工作方式是,每个秒速快3手机版都有一张卡片,上面有数学问题或讨论问题,或者提示在其中撤消概念的提示。然后,秒速快3手机版A会去找秒速快3手机版B,然后问他们卡片上的内容。然后,秒速快3手机版B向秒速快3手机版A问他们的问题。有时候我’后面会有答案,以便他们可以检查(如果有的话)’的东西“correct” answer. Then, student A and B trade cards. Student A can go to student C and repeat 的 process. I usually have 秒速快3手机版们 aim to see 5 different people which keeps 的 conversation moving 没有 repeating cards. It can be higher prep activity where I create 的 questions or 讨论ion starters, but I also like having 的 kids create 的ir own. Often in math, 的ir homework assignment might be to write 2 problems or 2 questions on an index card. Then, we use 的m in class for quiz quiz trade. It makes homework useful so 的y’再这样做的可能性更大,也更负责。

  27. Great list. My own most common structure is to do a roundtable, 的n pose ‘what did you hear at your table that 的 whole class should hear?’ It seems to take off 的 pressure, and people 分享 other student’s comments which is great validation. Also, where possible, I have student volunteers (who have not led a 讨论ion) lead 的 post-small group part. Students are more interested in helping 的ir classmates instead of waiting for me to say what is right.

    I also love Talking Points from 的 restorative practices movement. See Elizabeth’的帖子以获取更多信息: http://cheesemonkeysf.blogspot.com/2014/07/tmc14-gwwg-talking-points-activity.html

  28. 你好 珍妮佛- a lot of 的se sound really great. I can definitely see myself implementing 的m in my class.

    I came across 这个 site as I was searching for resources in 的 class that had a specific focus on race- I’m looking for 活动 that can help 秒速快3手机版们 讨论 race, while reading Ta-Nehisi Coates’ book “Between 的 World and Me”. A few of 的se can work, but do you know of any other 活动 or other sources that can help with 这个? It would be a huge help if possible.

    非常感谢您的收听! --

  29. 嗨仁

    您团队的黛比建议我看一下这篇文章– great stuff!

    我特别觉得对你有用’ve broken 的se down into higher-prep and lower-prep strategies, as we all know it’s easy to be short on time every now and 的n.

    I myself follow 的 苏格拉底研讨会Method with a slight twist. I ask participants to write 的ir own question on a 片 of paper and 的n we read 的m off and majority vote decides which one we will use for 的 45-60 minute 讨论ion. This leads to a student-centered focus, but I’我们发现即使采用这种方法,人们也常常难以吸引所有参与者的参与。

    那’s why I’撰写了我称为“顿悟问题方法”的完整指南: //www.aristotlescafe.com/blog/epiphany-question-method/

    一个5步的过程可以使初学者或经验丰富的老师可以使用的所有年龄段的参与者都参与其中。一世’ve在超过3个大洲的11年中一直使用它,并取得了巨大的成功–如果我能做到,我知道别人也可以。

    再次感谢您始终提供宝贵的资源!

  30. 这是一个很棒的清单-很多技巧’在不同的地方看到过使用和共享,还有一些很棒的新地方。一世’d add Walk and Talk (give a couple of prompts and send folks out to stroll in 对s either on 的 track, 的 playground, or just 的 sidewalk, depending on ages 的n debrief 的 key points from 的ir 讨论ion when 的 return), and 的 WASH method 通过 麦克风. St. John (//eric.ed.gov/?id=ED438139). I also love 的 way that multiple methods can be combined to move through different modalities in a 讨论ion. Thanks for 这个!

  31. 乔·戈登 说:

    我喜欢使用一种称为‘silent conversation.’我在一张图表纸上写一个问题或报价,然后在每张桌子上放一个。每张桌子上的秒速快3手机版选择不同的彩色标记,然后默默地对提示做出回应,将自己的想法写在图表纸上并互相回应’笔记。我使用不同的颜色标记并进行循环传播,提出澄清问题或画一个笑脸或圈出一些我认为需要重点关注的单词。这样,每个秒速快3手机版’s voice is ‘heard,’没有人能主导讨论,我可以看到谁需要支持,谁真正得到支持,每个秒速快3手机版都参与其中。那里’s no wait time – all 秒速快3手机版们 are responding simultaneously. Afterwards, I might ask groups to look for areas of agreement/disagreement, unexpected findings, etc., giving 的m a chance to talk out loud. Other times groups will 分享 的ir prompt and some responses (all groups will have a different prompt). This has proven to be a very effective approach. I’我们的同事在各个学科上都尝试过,并取得了巨大的成功。

  32. http://blog0rama.edublogs.org/2017/07/09/summer-series-of-saves-can-we-talk-about-this/

    This list is great, and 的 comments add even more! I 认为 的 only one I added that may not have been 的re is 的 Town Hall format.

  33. 凯茜·布里格斯(Cathy Briggs) 说:

    我使用Jeff Zweirs和Marie Crawford与一些同事进行了书本研究’的学术对话。彻底改变了我在课堂上使用对话的方式。我的大三秒速快3手机版进行了集中的学术对话,持续了15-25分钟,没有任务,也没有我的投入。他们尊重其他人’s ideas and used strong text evidence to support 的ir ideas. It was magic! I had about 8 秒速快3手机版们 in a group and had 3 groups with 3 different questions over 的 reading. The inside group 讨论ed “Live”当我监控成绩时,外面的两个小组在网上就同一问题进行了对话。时间到了时,另一个小组成员进入了现场讨论,然后第一小组成员出去了,并在线登录了讨论。

  34. 维巴 说:

    你好
    能否请您为能够’t write 的ir thoughts
    . Mostly in 的se startegies where children 分享 的ir thoughts with each other 的y record 的ir thoughts 通过 writing….
    I wonder how 4-5 years olds thoughts can be recorded during 的se conversations

    • 黛比·萨克斯(Debbie Sachs) 说:

      嗨,维巴!一世’m a Customer Experience Manager with 教育学崇拜. Younger kids can talk out an idea and 的n express it through a drawing. You’我想对此建模 —在进行建模时,请务必大声思考,说出您的想法与图纸的匹配方式;讨论如何甚至可以添加带有第一个字母或单词的标签,以及如何使用箭头和气泡— 的se options are a way to differentiate. Another idea is to have kids use building blocks or legos to represent an idea and 的n talk it out to another group. Hope 这个 helps!

  35. 克里斯汀·舍弗 说:

    This is a great resource that could spark questions and 的refore 讨论ions 没有 fear and risks. It’s worth a review. http://rightquestion.org/education/

  36. 詹妮弗(Jennifer)您正在建立教师教育的新领域。
    Are you familiar with ThinkTrix? The strategy gives 秒速快3手机版们 back 的ir minds. I have a book with Kagan for teachers on ThinkTrix. Lynda Tredway is familiar with 的 strategy. Hope to connect with you. your Think Pair Share treatment with 的 responses was great.

    弗兰克·莱曼

  37. 莎伦·林奇 说:

    Thanks so much for 的se great ideas! I have used many of 的m for years, but 的se will add to my repertoire. I used Fish Bowl for 的 first time recently and 的 秒速快3手机版们 loved it. They immediately asked when we could do it again. Can’t wait to let my 7th graders experiment with 的se new techniques!

  38. Great list! I was looking to add some new formats and 这个 post definitely fit 的 bill. I retweeted to my followers also!

  39. 谢谢你的清单–我从Brookfield和Preskill获得了很多好主意’s “Discussion Book” //www.amazon.com/Discussion-Book-Great-People-Talking/dp/1119049717/. Just wish more of 的se could be used online…

  40. 克莱顿·克伦丹妮 说:

    谢谢!它’s very beneficial to get fresh ideas on a variety of ways to open up 讨论ion in 的 classroom. Jr. 你好 gh 秒速快3手机版们 get bored with too much repetition.

  41. 你好珍妮弗冈萨雷斯
    Thanks for 的 wonderful list of strategies!
    As a teacher in Eklavya School Jalandhar, I had faced many problems in 的 classroom 讨论ion. Your 文章 helped me to improve our 讨论ion and I will 分享 这个 with a colleague.

  42. This was a great refresher on 讨论ion strategies – lots of entry points for supporting rich conversations amoung 秒速快3手机版们. Also appreciated all 的 suggestions and links to resources in 的 comment section. I’ll be sharing your site with my staff and modeling some of 的se strategies at our next staff meeting. 谢谢。

  43. 马西·普拉格(Marcy Prager) 说:

    I absolutely LOVE 这个 helpful list of ways 秒速快3手机版们 can participate in 讨论ions. I often go to China to practice with 秒速快3手机版们 and teachers methods that will allow 秒速快3手机版们 to talk and 分享 rather than a teacher oriented class. Every one of 的se 讨论ion strategies is exemplary! And each strategy was explained brilliantly, in a way everyone can understand and use one or more. The fact that teachers can watch each strategy being used is so incredible, because so many of us are visual and can retain 的 how-to’s better with seeing 秒速快3手机版们 in action. Thank you! Thank you!

  44. 珍妮佛 说:

    Whether in groups or Think/ Pair/ Share, a lot of my 秒速快3手机版们 will use 讨论ion as a time to socialize, and 的n 的ir contributions to 的 class will be really superficial. I stick to study questions and random calling to try to avoid shallowness but spread out 参与 beyond 的 usual suspects. Maybe 的 school I teach at has something to do with that. I generally have better luck with written responses, so maybe Padlet or 威克斯 are worth a look.

  45. 达娜 说:

    Yesterday, for 的 first time, I combined your speed dating/concentric circles 讨论ion strategy with what I call Round 的 Room Review(big 片s of paper where groups rotate to write facts about what 的y’ve just read), and it was AWESOME! I was able to see where 的re were misconceptions and misunderstandings, and some of 的 讨论ions within 的 circles were great! Thank you so much. I was amazed that 的y were actually talking to each other (about 的 lesson), and to me! Thank you so much for a great idea!

  46. These are terrific and I also really enjoy 的 comments thread. Agree with Harkness and Spider Web Discussions. I use 的m both in my undergraduate classes with great success (as well as DBQs). For those who might want to track student 参与, check out Equity Maps (an app teachers or 秒速快3手机版们 can use on 的ir iPads). I’我也是Liberation Structures的忠实粉丝,一组33‘structures’ or 讨论ion processes that “engage and unleash”大家。一些解放结构与这篇文章中列出的结构非常相似,但是我还有些非常酷的结构’t seen anywhere before, like TRIZ and Troika Consulting (similar to consultancy protocols for 秒速快3手机版们). 这里’s链接给那些感兴趣的人: http://www.liberatingstructures.com。这里有几个人提到在线课程。一世’m a huge fan of Zoom’s breakout group features to accomplish many of 的se 讨论ion 活动 virtually. Thanks again for 的 terrific post! Discussions are 的 foundation of engaged, dynamic, inquiry-based classrooms.

  47. Inevitably, 的 volume of Turn and Talk would increase to a point beyond tolerable 通过 administrators and next door neighbors. Reflecting on 的 fact that many 秒速快3手机版们 need lesson in listening, I adapted T&T to Lean and Listen. All steps are written for 的 listener, not 的 talker. So, I say, “靠近你的邻居,听他的想法。 。 。” The community that is built 通过 placing 的 focus on listening and not talking has been magnificent. It worked well with my classroom 的me of serving others.

  48. 赫尔·索默菲尔德 说:

    网站 //todaysmeet.com/ 似乎已关闭FYI-

  49. 阿曼达 说:

    I am so motivated 通过 your 文章 to try different strategies to encourage deeper and meaningful 讨论ions in my class now, that I can’等着看它的运行!感谢您分享您的想法。
    Of course, 的 subject of your investigation needs to know how to write an entrance essay for college, and at //college-homework-help.org/blog/bibliography 明确指出。

  50. 钱德鲁·佩索(Chandroutie Persaud) 说:

    Very interesting and useful information provided in 这个 post. I am presently involved in curriculum writing and 的 strategies 分享d are excellent to include for teachers and 秒速快3手机版们. This will develoment a lot of social skills and critical 认为ing in learners.
    感谢您的好主意!!

  51. 这里’s a 讨论ion strategy that I use often and have found really helpful in my work with children. Some people call it “Exploding Atom” to help kids visualize that 的y are part of 的 whole within 的 activity.
    这里’有关如何执行此操作的视频: //dbp.theatredance.utexas.edu/content/exploding-atom
    感谢您提供的宝贵资源,请继续努力!

  52. 艾曼纽(Emmanuelle) 说:


    I’m so grateful to have stumbled upon your 文章, and am so excited to start listening to your podcast. I love all of 的 讨论ion strategies you describe and how 的y incorporate movement around 的 classroom to allow 秒速快3手机版们 to get up from 的ir seat, listen to each other and contribute to 的 conversation in a more meaningful way. I’我很好奇这些策略将如何转化为不同的受众。一世’我是一名从事公司培训工作的教学设计师,我的大多数参与者都是成年学习者(其中许多人年龄在20至30岁之间,接近大学年龄)。我认为这些想法很多都可以很好地转化,但是我想知道您是否对适应这些活动的方式有任何建议,或者我一般应该注意的事情?能够’等您阅读您的想法!

    • 埃里克·温宁格 说:

      艾曼纽(Emmanuelle),我绝对认为这些策略可以应用于成年人。一世’在职业发展会议上,他们中的许多人与成人英语学习者以及其他老师一起使用。与任何教学环境一样,您要确保您了解听众的需求。您’我要确保您选择的讨论策略对您的内容有意义’重新涵盖培训。例如,如果您有部门从事某种项目,那么画廊巡游可能是让他们向较小的小组介绍其项目的好选择,以便各个部门可以相互学习。我也认为’s important to provide justification for why you are doing something in class for adult 秒速快3手机版们. This is also true when working with kids, but I 认为 it becomes increasingly important when working with adults.

      • 艾曼纽(Emmanuelle) 说:

        Thank you so much for 的 great insight, Eric. The information you provided is very helpful.

  53. 安东内拉 说:

    Thanks a lot for sharing 的se strategies!
    I would like to try 的 concentric circles 又称快速约会 technique in one of my classes.
    我正在考虑使用图片– I mean 的y should describe pics to each other –您认为这可行吗?
    谢谢!
    安东内拉

  54. 雪莉·史密斯 说:

    你好 的re, enjoying 这个 post. Something I’与成人和青少年一起做的是“greeting card” combined with “gallery”. I give 的m half of a flipchart, have 的m folded once, 的n again. On 的 front of 的 card 的y are to draw a picture of 的mselves as 的y want to be seen, on 的 front inside, things 的y are passionate about, on 的 back inside–things 的y want to learn or know about, and on 的 back 的y should write “别人不会猜到的东西” about 的m. You can make up any categories you want; 的y don’我一定要成为介绍破冰船。
    雪莉酒

  55. 金瑞恩 说:

    Very exciting stuff. I do some of 的se now. I am anxious to try some of 的 others. I love how engaging and interesting 的 techniques are to keep 秒速快3手机版们 interested. Love, love, love it. Thank You.

  56. 乔丹娜·贝农 说:

    I’m in 的 middle of 的 ISTE summer academy and lo and behold 教育学崇拜turns up! 爱它!

    这里’s my predicament:
    I’m pondering now how to best make my favorite 讨论ion strategies, like 正在进行的对话or other favorite strategies listed here, work in a digital environment. Ideas so far include:

    同步:分组讨论室
    异步:Padlet,Google Question,共享的Google文档/幻灯片/表格

    事情是,我所在的地区没有’t have an LMS beyond Google Classroom with a 讨论ion board, so I’m寻找解决方法。祝我好运或给我一些想法!要么将不胜感激! --

  57. 洛瑞·露娜(Lori Luna) 说:

    The portion that resonated 的 most for me was telling 的 kids what would be 讨论ed in advance. 那 helps 的 teacher focus on what will be 讨论ed in 的 face-to-face and gives 的 秒速快3手机版们 a way to come to class better prepared.
    谢谢。

  58. Maha Asfour-Ghiz 说:

    嗨,詹妮弗,我只是想让您知道我是您的忠实粉丝。您详尽,关键的主题和易于阅读的文章非常有价值。谢谢!

    • 卡特里斯奎特 说:

      玛哈
      非常感谢您分享此反馈!我们很高兴您能在《教育学崇拜》中发现价值。一世’我一定会把这个传给詹恩。

  59. 盖恩斯·科克(Gaines Coker) 说:

    Thank you so much 珍妮佛 for 的se strategies. Looking forward to trying 的m in 的 classroom.

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