Are Your Class Discussions on Life Support?

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Information about Are Your Class Discussions on Life Support?
Education

Published on March 15, 2014

Author: ncmsa

Source: slideshare.net

Description

Explore short articles with current events themes that captivate the interest of teens and lead to deep reading, comprehension and discussion. Each article is paired with an open-ended strategy with many applications, e.g. Is wearing an inmate jumpsuit a solution to violation of school dress code? Hand-out included

Are Your Class Discussions on Life Support? Joyce Kohfeldt IESS Inc. 1365 South Park Drive Kernersville, NC 27284 1-800-644-5280 www.iessstore.com

How can we get students more involved in class discussions? 1) Front loading with a more familiar life-time example 2) Turn and talk partner activities 3) Team EPR activities to assess prior knowledge & review 4) Corners to consolidate point of view with spokes person 5) Concentric circles for review activity 6) WOW activity to capture their interest 7) Hot Seating FRONT LOADING WITH A MORE FAMILIAR LIFE-TIME EXAMPLE Apathy in class may result from students thinking the topic or example has no relevance to their life. Introducing the unit with a related, short front loading of an example to which they can relate may spark their interest and involvement in the topic.  $.25 charge to grade each paper Your application: TURN AND TALK PARTNER ACTIVITIES Many students will not risk raising their hand to make an individual response in class because of the fear of being wrong. They will turn to a neighbor and share answers because the threat is less. This is an effective, short technique that can be used at the beginning of a period to refocus attention and get participation on the subject of 3rd period.  Let’s review vocabulary with students providing definitions or labeling parts on a diagram – artery, vein, right atrium, right ventricle, aorta, septum etc. Your application:

TEAM EPR ACTIVITIES TO ASSESS PRIOR KNOWLEDGE AND REVIEW Divide the class into groups of 3 with each group having an EPR strip. Pose a question that can be answered by the responses on the EPR strip. Have the team discuss their answer and have one student pinch the answer on the EPR strip and hold it up. This technique promotes small group discussion and total class answering each question.  Complete, Incomplete, Run-on Sentences  Systems of the body  Executive, Legislative, Judicial systems of government Your application: CORNERS TO CONSOLIDATE POINT OF VIEW WITH SPOKES- PERSON TO SUMMARIZE Select an issue about which students have strong opinions. Have them group in corners representing the same point of view. After several minutes of discussion, have one student share the group’s thoughts with the whole class. After all corners have had time to share, ask if anyone has altered their point of view after hearing what other have said.  Read or listen to the newspaper article from the Houston Chronicle about school dress code and the consequences for not meeting the code. Students have definite opinions about this solution to a school problem. Your application:

CONCENTRIC CIRCLES FOR REVIEW ACTIVITIES Divide the class in half and make half the students form an inside circle looking out. Make the remaining students form an outside circle facing in. Write review questions on individual strips of paper. Let each student in the inside circle randomly select a question. As each student in the outside circle faces them, they will ask the question and provide feedback if necessary. Answers are on the back of the question papers.  What states joined the Confederacy?  Who was the general leading the Confederate troops?  Why were they so ready to give their lives to defend their way of life?  Describe how the Underground Railroad worked.  Who was Harriet Tugman? Your application: WOW ACTIVITY TO CAPTURE THEIR INTEREST Sometimes a concrete activity brings life to a topic and sets the scene for more in-depth learning. Other times a short article with amazing facts sets them up for wanting to know more.  The Energy Stick has lots of possibilities.  Lifetimes provides new information even for adults. Your applications:

HOT SEATING In this activity, one student sits in the hot seat and becomes a character in the novel being read or in history chapter. The rest of the class form groups and ask questions.  President Lincoln, you have slaves yet you want us to free ours. How is that fair?  Why would you leave everything you have behind and go off in the night toward a safe house? Your application:

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