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Jan. Discussion Board Interaction
Topic Started: Dec 30 2016, 08:53 PM (104 Views)
CorinHarpe

*Secondary Video


1. How did the students interact in the lesson?

The students interacted in the lesson by reading parts of the speech to one another (a paragraph at a time) and then the student who was reading asks a question about the paragraph. The other students respond to the question. After reading the complete speech, the students then have a discussion based on the essential question. Lastly, they fill out a graphic organizer. They have to receive approval from their teacher before they fill out the graphic organizer. The teacher might ask them further questions, or the teacher might ask them to elaborate.

2. How were the the students grouped in order to interact?

The teacher had two different types of grouping, the home group and the expert group. The expert group was based on ability level, and the home group seemed to be the students’ original seats. To me it wasn’t clear how she determined the home group. The students completed the assignment in their expert groups and then returned back to their home group to share their responses to the various speeches.

3. What are some ways that you do/could include conversation/ interaction in your classes?

I thought the switching of groups was beneficial because students are able to interact with all of their classmates instead of the students they just sit with, and since not all students read the same speech they can educate others. I usually have students work in the same groups, but now I see an effective way of switching up the groups during the middle of class. This method gives me a clear understanding of how to make group work more meaningful and interesting for the students.
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CorinHarpe

How did the students interact in the lesson?

The students interacted in the lesson by reading parts of the speech to one another (a paragraph at a time) and then the student who was reading asks a question about the paragraph. The other students respond to the question. After reading the complete speech, the students then have a discussion based on the essential question. Lastly, they fill out a graphic organizer. They have to receive approval from their teacher before they fill out the graphic organizer. The teacher might ask them further questions, or the teacher might ask them to elaborate.

2. How were the the students grouped in order to interact?

The teacher had two different types of grouping, the home group and the expert group. The expert group was based on ability level, and the home group seemed to be the students’ original seats. To me it wasn’t clear how she determined the home group. The students completed the assignment in their expert groups and then returned back to their home group to share their responses to the various speeches.

3. What are some ways that you do/could include conversation/ interaction in your classes?

I thought the switching of groups was beneficial because students are able to interact with all of their classmates instead of the students they just sit with, and since not all students read the same speech they can educate others. I usually have students work in the same groups, but now I see an effective way of switching up the groups during the middle of class. This method gives me a clear understanding of how to make group work more meaningful and interesting for the students.
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CorinHarpe

Leigh,

I agree with you that small grouping can help students become more comfortable in conversations and discussions. Sometimes I forget that if whole class discussions are not properly structured students might either be too afraid/unsure to share their opinion, or they immediate see it as a means for them to get attention, which leads to misbehavior. Small group discussions and then whole class discussions would be an effective way to receive quality responses from the students.
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Brittany Owens

I watched the butterfly lesson. I really enjoyed how she used a lot of hand motions and had the students repeating what she said. She not only held every student's attention, she also held each one accountable. Also, by doing these two simple strategies she amped up student understanding and fluency. I thought it was great how she told the class they were going to teach in their group. The interactions were about 25% teacher 75% student interaction, which I feel was very appropriate.

The students were heterogeneously grouped. This was a great strategy for students to learn from each other. This grouping provides opportunities for everyone. All levels of understanding is represented and presented in a heterogeneous group, thus skyrocketing understanding/learning.

I use discussion every chance I get. We think out loud in my class. If we are not talking we are not learning. I like to mix groups up all of the time, so conversations do not get stagnant and groups can not fall into ability levels. Students can ask clarifying questions and provide multiple points of view.
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Brittany Owens

Trinity,
I agree with you on your thoughts about speeding up the pace. Sometimes I feel like I get caught up in making sure everything is 'perfect'. I also know how you feel with wanting to teach everything in one day! Must be a teacher thing :)
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