Through discussion, drama and art, students identify and express different feelings and emotions. Receive permission to have a wide range of feelings. Build a vocabulary of words for naming feelings.
Return to top Experience Discussion There is no better teacher than actual experience with discussion to help students internalize what works -- and what doesn't. This is how students move from knowing what goes into discussion to being able to participate effectively as a group member.
We suggest two ways to begin: Direct experience immersion and vicarious experience "fish bowl". The immersion strategy does just that: Students carry on a brief discussion even before you've talked about what makes a good discussion -- and afterward they have a true "need to know.
She believed that immersing her students in a discussion was the fastest way for them to learn what guidelines they needed. Someone had trouble moving his chair to his group without stepping on toes; a student gave away the "good part" of the book that others hadn't yet read; someone else wouldn't say a work -- or talked all the time.
After students had met in their groups for about ten minutes, Lori gathered everyone in the front of the room. Writing their responses on a large piece of chart paper, Lori asked them what they liked about meeting in groups for literature circles.
Here's what they said: Sharing feelings about the book. We shared if we liked the book or not. We got to talk about different parts of the book. Then she made another column on the chart, "How can we improve? Some people can't read as fast as others Not interrupting Trying not to goof around Working together Talking more; some talked a lot and some didn't talk very much Next, she explained that it was time for them to develop guidelines.
If you have students in your classroom -- or even students in other classrooms -- who are discussion veterans, perhaps they can be models. Several of Janine King 's sixth graders had participated in literature circles the year before.
She used a common cooperative learning technique -- a "fishbowl" -- to model good discussion strategies for the rest of her class. Just as Lori Scobie did with the immersion session session described above, Janine presented a discussion model after students had experienced one literature circle cycle with Roll of Thunder, Hear My Cry Taylor, That way, she knew her students had a frame of reference to understand what they would see -- and they had a clear need to know.
Janine invited five students with strong discussion skills to participate in the demonstration. For the demonstration, the group gathered chairs in a circle at the front of the room and began to talk. Although understandably self-conscious at first, the students quickly forgot the audience and engaged in an interesting discussion of the book's ending.
From this experience, Janine and her students developed their guidelines. Return to top Develop Guidelines Guidelines for discussion work best when they're developed jointly with your students. You can do this after either an " immersion " or a " fish bowl " experience as described above.
After an "immersion" experience: Pointing to each comment on the chart see green chart belowLori asked for a positive way to phrase it. For example, she began with the statement, "Some people can't read as fast as others.
Several students agreed that this was a big problem. Lori asked, "Since this seems to be a real concern, is there a positive statement we can make for this guideline? The class shaped another guideline: The chart below shows two lists: The final set of guidelines.
As you can see, the list is short. Lori kept the number of items limited to those she felt were most important. Although she may have had additional guidelines in mind, she was willing to begin with these -- they covered everything that was crucial. Step 1 green chart What went well; What do we need to work on?
Step 2 "Literature Circle Guidelines" Process of developing discussion guidelines: Word guidelines as positive statements After a "fish bowl" experience: When the fish bowl demonstration was over, Janine asked, "What did you notice as you watched this discussion?
Because the discussion had taken place right in front of them, the students had no trouble picking out what worked.Even if you know more about the discussion topic than most others in the group (if you’re the teacher of a class, for instance), presenting yourself as the intellectual authority denies group members the chance to discuss the topic freely and without pressure.
Mar 23, · Expert Reviewed. How to Know the Importance of Education. Three Parts: Preparing for Your Future Overcoming Inequality Recognizing the Social Benefits of an Education Community Q&A Getting an education is important, as most career paths require at least some education and training%().
Second, this learning activity works largely through conversation – and conversation takes unpredictable turns. It is a dialogical rather than curricula form of education.
In both forms educators set out to create environments and relationships where people can explore their, and other’s, experiences of situations, ideas and feelings. Two commonly used discussion techniques can be put together to allow a discussion that involves everybody at the same time.
One is to form small groups of about three students. When the teacher asks a discussion question, every group has a small discussion of its own to come up with an answer.
It is widely understood that there are vast differences in the quality of teachers: we’ve all had really good, really bad, and decidedly mediocre ones. Until recently, teachers were deemed qualified, and were compensated, solely according to academic credentials and years of experience.
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