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Discussion Inventory For an early class you facilitate, then for full class discussions facilitated by students: Tell students you reserve 5-10 minutes at the end of the discussion to offer your thoughts During the discussion, use paper or computer to record clear errors of fact or understanding, perspectives that are ignored, oppositional views that are smothered. To wrap the discussion share feedback from your notes for 5-10 minutes, then ask students write out ideas for righting such discussions, or let trio groups have time for a “last word” brainstorming. Hatful of Quotes Print 5-6 provocative quotes from assigned reading (use pre-perforated 3x5 card stock single sheets of paper you can cut into fours; the idea is to have several copies of a few select quotations) Put these in a hat from which participants randomly choose a single card (if you’ve placed a color coded marking on the cards, you have a way to organized students by groups) Participants take turns (at their choosing) to respond to these quotes and/or earlier comments and quotes – via shared word document, triad discussions, whole class conversation. “Scribe” roles can be assigned in any of these forums so that key points, new questions, emerging understandings can be noted by students as well as teacher across the discussion. Ideas might be captured via a shared Google doc or photographing whiteboard notes for later posting to Moodle. Note: some colleagues have put problems to be solved into the hat. Quotes to Affirm & Challenge Each participant brings in a quote from assigned reading she wishes to affirm, and one she wishes to challenge. Quotes to affirm - resonate with experience, explain difficult concepts clearly, add significant new information, are cogently expressed, are rhetorically powerful Quotes to challenge - immoral/unethical, poorly expressed, factually wrong, contradict experience Quotes are shared in small groups & each group chooses ONE to affirm & ONE to challenge. This can be done in silence with “discussion” via a shared sheet of paper or word document. In large group conversation the small group communicates (1) rationales for each of these choices, (2) connections among ideas, (3) perspectives that are privileged as well as silenced. Nominating Questions Small groups come up with 1-2 questions they want to discuss further Groups post questions on large Post-Its or on segments of white board or in a shared document Students individually put a check against 2 questions they would like to discuss more Whole class discussion is structured around questions with most votes. Discussion can start in triads or quartets and snowball to larger numbers. Once questions are selected, offer a 2-3 minute period for generative writing – individuals, or trios with a single sheet of paper, or phrases under the question selected & transcribed to whiteboard. Newsprint Dialogue / World Cafe 1. In small groups students collaborate to articulates responses to discussion prompt / problem-solving scenario on newsprint sheets – using words, drawings, diagrams in combination. 2. Blank sheets are added beside what each group has generated (or a second column added on white board or in a word document) 3. Individual participants with markers – and a new prompt from the facilitator – move around the room to further annotate the postings: adding questions, reactions, agreements, extensions of ideas. 4. Groups reassemble at their postings to see what others have written, and then…
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