One chooses to go on a journey and finds happiness—as well as difficulties—along the way, while the other stays at home and leads a happy but uneventful life. Which brother made the better choice? Citing textual evidence is about more than rattling off quotes from the story.
Can't find what you are looking for? Contact Us Listen to this post as a podcast: We will discuss the story. We will discuss our results. What questions will you ask? How will you ensure that all students participate? So here they are: The last group is the ongoing strategies. To watch each strategy in action, click on its name and a new window will open with a video that demonstrates it.
Chat Stations Basic Class discussion Stations or posters are set up around the classroom, on the walls or on tables. Small groups of students travel from station to station together, performing some kind of task or responding to a prompt, either of which will result in a conversation.
Before I knew the term Gallery Walk, I shared a strategy similar to it called Chat Stationswhere the teacher prepares discussion prompts or content-related tasks and sets them up around the room for students to visit in small groups. A statement that has two possible responses—agree or disagree—is read out loud.
Depending on whether they agree or disagree with this statement, students Class discussion to one side of the room or the other. From that spot, students take turns defending their positions. In less formal variations which require less prepa teacher may simply read provocative statements students are likely to disagree on, and a debate can occur spontaneously without a text to refer to I call this variation This or That in my classroom icebreakers post.
Students are divided into 4 groups. Three of these groups are assigned to represent specific points of view.
Behind each speaker, the remaining group members are seated: From above, this would look like a pinwheel. When high school English teacher Sarah Brown Wessling introduced this strategy in the featured video click Pinwheel Discussion aboveshe used it as a device for talking about literature, where each group represented a different author, plus one provocateur group.
Socratic Circles Basic Structure: Students prepare by reading a text or group of texts and writing some higher-order discussion questions about the text.
From there, students continue the conversation, prompting one another to support their claims with textual evidence. There is no particular order to how students speak, but they are encouraged to respectfully share the floor with others.
Discussion is meant to happen naturally and students do not need to raise their hands to speak. This overview of Socratic Seminar from the website Facing History and Ourselves provides a list of appropriate questions, plus more information about how to prepare for a seminar. If students are beginners, the teacher may write the discussion questions, or the question creation can be a joint effort.
Affinity Diagramming Basic Structure: Some teachers have students do much of this exercise—recording their ideas and arranging them into categories—without talking at first. Often, this activity serves as a good pre-writing exercise, after which students will write some kind of analysis or position paper.
Speed Dating Basic Structure: Students form two circles, one inside circle and one outside circle. The teacher poses a question to the whole group and pairs discuss their responses with each other. Then the teacher signals students to rotate: Students on the outside circle move one space to the right so they are standing in front of a new person or sitting, as they are in the video.
Now the teacher poses a new question, and the process is repeated.How to participate and contribute to the discussion of ideas (in the American Classroom) At the appropriate time in classroom discussions, don't be afraid to voice your opinion, even if you differ from your professor or classmates.
class discussions, library sources, experts in the topic, as well as your own experience. In class, listen. We would like to show you a description here but the site won’t allow us.
I'm having trouble understanding the usage of smart pointers as class members in C++ I have read a lot about smart pointers and I think I do understand how unique_ptr and shared_ptr/weak_ptr work in general. What I don't understand is the real usage.
On another screen capture from DS9: "Favor the Bold" an Akira and an Excelsior can be seen in what appears to be almost the same plane close to one another, with the Akira being a bit shorter than the Excelsior.
The same relative scale may have been used in DS9: "Sacrifice of Angels".In the accumulation of ships an Akira class is apparently a bit closer to the camera than a nearby Excelsior class.
The small group of students who are confident that they know what the teacher wants to hear may end up dominating the discussion, carrying on a private dialogue with the teacher while the rest of the class tunes out.
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