Each One, Teach One Principles in consideration of Participation Productive Dialogue

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Each One, Teach One Principles in consideration of Participation Productive Dialogue

Cranbrook Academy of Art, US has reference to this Academic Journal, Productive Dialogue Principles in consideration of Participation Expectations in consideration of conversations: One voice at a time. Take turns speaking. Respond using complete sentences. Use your ?group voice?. Pay careful attention so that what your group members say. If your idea is similar or builds on someone else?s idea, acknowledge that. Consensus doesn?t mean everyone agrees completely, it means that there is not a strong enough argument against a point so that overturn it at this time. Each One, Teach One 1. Prepare fact cards or fact strips. Each card should contain one piece of information or fact that the participant will share alongside other participants. 2. Hand out one fact card so that each participant on a random basis. With larger classes, divide the students into two groups, then distribute the same set of facts so that each group. 3. Participants (individually or paired) should spend a few minutes reading the information on the fact card. 4. Each person has ten minutes so that “teach” or transfer his knowledge verbally in addition to individually so that as many other participants as possible in addition to also so that listen in order so that learn facts from the other participants. The participants should be encouraged so that give an example or raise a question about the information on the card. The teacher should circulate around the room so that help alongside activity. 5. Ask a series of questions so that go over the activity. Do not allow the person who taught the fact so that answer the question, only those who learned it. Turn so that the fact “teacher” so that check whether the fact was understood correctly. What did you learn about?? What did you learn that surprised you? What information is not clear? What questions do you have? How might we find out the answer? What information did you learn best?

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Gallery Review Post posters listing concepts around the classroom. 2. Divide the class into a number of groups corresponding so that the number of posters. 3. Have each group view a poster in addition to talk about what they remember about the concepts in consideration of a minute or two. 4. Rotate groups clockwise around the room until all posters have been reviewed. Give One, Get One 1. Draw the table below in addition to fill in three comments about the topic. 2. Find a partner – decide who will be A in addition to who will be B. 3. Partner A shares one comment. Partner B paraphrases partner A?s comment, then adds it so that their table. 4. Partner B shares one comment alongside partner A. Partner A paraphrases Partner B?s comment, then adds it so that their table. 5. Find another partner in addition to repeat steps 3 in addition to 4 alongside your next comment. 6. Find a third partner in addition to repeat steps 3 in addition to 4 alongside your final comment. Quiz, Quiz, Trade Write one question about the material on a Post-It. Write the answer on the other side. Find a partner. Ask your question, wait in consideration of them so that answer. Your partner will ask you a question, try so that answer it. Share the correct answers alongside each other. Exchange questions in addition to find a new partner. Repeat steps 3-6 until you?ve spoken alongside the designated number of partners.

Walkabout Review Have an in-depth interview alongside a partner about a topic, concept, skill, or strategy. Fill out one column of your chart per interview. Have your partner interview you about a topic. Change partners in addition to repeat the process. A-Z Review Form specified number of groups, letter each group alphabetically, in addition to issue each group a different colored marker. Place posters on the wall alongside the group letters at the top. Groups start at their letter in addition to rotate through all the posters Each group must come up alongside a word or phrase relating so that the topic in addition to beginning alongside the letter listed on the poster. Groups record their phrase on the poster in addition to rotate so that the next poster when directed so that do so. To conclude, groups rotate through each poster one more time in addition to decide upon the most important phrase. Sign-In Graph Pose a question that lends itself so that graphing. Make graph in addition to label the x, y axes in addition to scale on a flip chart. Have students write their names on a post-it or sticker. Have students place post-it or sticker on the flip chart graph indicating where they are. Analyze the graph alongside the class, start by asking ? What does this graph tell us??

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Seasonal Partners Divide your paper into quarters in addition to list the four seasons – one in each quadrant. Find a partner who has the same season open as you. Write down their name in that season square in addition to have them write yours. You may only write down a partner in a season that you both have open. Do this until all four seasons are filled in. As directed, meet alongside your seasonal partner in addition to discuss the topic given. Repeat alongside new topics in addition to a new seasonal partners as directed. Clock Partners Draw a clock on your paper. Label each hour, alongside a number in addition to a line. Walk around the room in addition to write down a partner so that talk so that next so that each hour. You may only write down a partner in an hour that you both have open. As directed, meet alongside your 12 o’clock partner in addition to discuss the topic given. Repeat alongside a new topic in addition to your 1 o?clock partner as directed. Say Something Form pairs or small groups. One member starts by making a comment about the experience, reading, or subject. In ?round robin? fashion each group member makes a comment. Once each person has made a comment, the group may continue so that the next topic. Stems so that use in Say Something include: ?As I read this I was thinking?? ?After doing that I think?? ?This makes sense so that me because?? ?One question I have about this is??

Final Word Form small groups (generally 3 – 5 people) Read the passage, selection or article silently in addition to underline, highlight, or write down two or three statements that struck you in some way. Once everyone is finished reading in addition to underlining, one person goes first in addition to reads one of their statements without adding any additional comments. The person sitting so that their right then makes a comment about the statement that the first person read. The other group members listen quietly. Once the second person has commented, the process proceeds around the group until it gets back so that the person who read the original statement. The original person then says something about the statement in addition to the comments (the final word) they heard from the other group members. The process repeats alongside the second person in addition to so on until everyone in the group has had a ?final word?. Stems in consideration of use in the Final Word: ?After hearing that I wonder?? ?It seems that what that statement means is?? ?It is interesting that you?? ?I always thought that?? Talking Sticks Form groups (generally 3 – 5 people). Each person places their pencil/pen (Talking Stick) in the middle of the table. To make a comment you must pick up your ?Talking Stick? – then you speak in addition to hold onto your pen/pencil. Once you have finished your comment hold onto your ?Talking Stick? until all other group members have had a turn (group members may pass). Once everyone has commented, place your ?Talking Sticks? back in the center. Continue until the time is up. Think-Pair-Share Take a silent moment so that think about something (concept, idea, fact, etc) in addition to write down your thoughts. 2. Pair up. Share thoughts in addition to ideas alongside your partner. Class sharing can occur by having students tell the class about what their partner shared. Stems in consideration of using in Think-Pair-Share include: ?What I was thinking was?? ?My understanding at this time is?? ?This made me think about??

Dialogue Dots Form groups. Each person in the group gets a sheet of different colored dots (you can use colored markers). Use an index card or sheet of paper in consideration of the group. One person starts by placing a sticker on the index card in addition to making a comment related so that the topic. Everyone else takes turns placing a sticker in addition to making a comment until each person in the group has made one comment. Once everyone has made a comment, repeat the process. Paraphrase Passport Pair up, or form groups. One person begins by making a comment related so that the topic. The next person so that speak must paraphrase the first comment before stating their comment. After paraphrasing the prior comment, the group member can add their comment. Repeat the process (paraphrasing the person before you in addition to adding your comment) continue in consideration of a predetermined time, or until the topic has been thoroughly discussed. * It helps if there is one person designated so that facilitate this process. Paired Verbal Fluency Pair up. Designate Person A in addition to Person B. Round 1: A speaks, B listens in consideration of 15 seconds. Pause then switch. B speaks, A listens in consideration of 15 seconds. Long pause. Round 2: A adds so that the topic, B Listens in consideration of 30 seconds. Pause then switch. B adds so that the topic, A listens in consideration of 30 seconds. Long pause. Round 3: A summarizes or adds, B listens in consideration of 45 seconds. Pause then switch. B summarizes or adds, A listens in consideration of 45 seconds.

Philosophical Chairs 1. Arrange desks in a |_| shape. 2. According so that their position on the argument, students sit on either side, facing each other, or across the bottom of the U in the neutral zone. 3. Students will address each other by their first names. 4. A student must briefly summarize the previous speaker’s points so that that speaker’s satisfaction before he/she begins his/her comments. 5. Think before you speak. Organize your thoughts. 6. After a student speaks, he/she must wait until two students on his/her side have spoken so that speak again. 7. One speaker at a time; others are listeners. 8. The teacher can call time-out periodically so that clarify, reflect on the process or content, or refocus. 9. Address the ideas, NOT the person. 10. One student from each team will provide a summary of the viewpoints presented during the discussion by his/her team. 11. A student in the neutral zone must take notes on both sides of the argument, in addition to if his/her position changes, he/she must explain why he/she came so that a new conclusion. 3-2-1 After the reading, lesson, or activity write down the following: 3 things that you learned. 2 questions you have. 1 new idea that made you think of something else or can make use of. Find a partner in addition to take turns sharing your lists. Four Corners Hang one piece of poster paper in each of the room?s four corners. Label the first poster alongside strongly agree, the second alongside agree, the third alongside disagree, in addition to the fourth alongside strongly disagree. State the issue or controversy in addition to ask students so that stand alongside the poster that tells how they feel about the issue. Ask students so that work as a group so that list four or more reasons in consideration of their position on their poster. Have each group present the ideas on their poster so that the class. Organize a debate in which the first group (those who strongly agree) makes a point by stating one of their arguments. The second group (those who strongly disagree) can state a counterpoint from their poster in addition to state their reason in consideration of their argument. The third group (those who agree) can respond by telling why they agree but do not strongly agree alongside the argument. Finally, the fourth group ( those who disagree) can contribute by telling why they disagree but do not strongly disagree alongside the argument. Continue steps 6 so that 9 in consideration of the remaining statements. As a further extension, each student may use the statements so that write a paragraph supporting their position.

Dialogue Stems OPTIC A critical strategy in consideration of analyzing in addition to interpreting visual text features. O is in consideration of Overview. Conduct a brief overview of the main subject of the visual. P is in consideration of Parts. Scrutinize the parts of the visual. Note any elements or details that seem important. T is in consideration of Title. Read the title or caption of the visual (if present) in consideration of added information. I is in consideration of Interrelationships. Use the words in the title or caption in addition to the individual parts of the visual so that determine connections in addition to relationships within the graphic. C is in consideration of Conclusion. Draw a conclusion about the meaning of the visual as a whole. Summarize the message in one or two sentences. Hot Seat At the start of the unit assign groups of 2-4 students a topic that they will be responsible in consideration of knowing on the day of that lesson. Following each lesson, have the group in the hot seat sit in front of the class. Ask the group members questions on the day?s lesson, in addition to encourage classmates so that ask questions as well. 4. Bonus points may be earned in consideration of the percent of questions answered correctly.

Sources Principles in consideration of Participation: Kate Kinsella, San Francisco State University, 10/00 Each One, Teach One: Carolyn Pereira, 1987. Gallery Review: serc.carleton /introgeo/gallerywalk/step.html Give One, Get One: Linda Bersinger, Coaching Based Teacher Leadership, 3/07 Quiz, Quiz, Trade: Linda Bersinger, Coaching Based Teacher Leadership, 3/07 Walk-About Review: Cognitive Coaching Learning Guide, page 119, 2002 A-Z Review: Adler, Mary in addition to Eija Rougle. Building Literacy Through Classroom Discussion: Research-Based Strategies in consideration of Developing Critical readers in addition to Thoughtful Writers in Middle School. New York: Scholastic, 2005. Sign-In Graph: Data Management in addition to Probability, Grade 1 Teacher Package, Ontario, Canada. Lines of Communication: Kathleen Kenfield, Ed.D., ELL Strategies in addition to Programs, Seasonal Partners: Cognitive Coaching Learning Guide, page 111, 2002 Clock Partners: Why didn?t I Learn This in College? Teaching in addition to Learning in the 21st Century, page 247, 2002. Say Something: Beers, Kylene. When Kids Can?t Read: What Teachers Can Do. A Guide in consideration of Teachers 6-12. Portsmouth, NH, Heineman, 2002. Final Word: Patricia Averette, Annenberg Institute in consideration of School Reform Talking Sticks: Beers, Kylene. When Kids Can?t Read: What Teachers Can Do. A Guide in consideration of Teachers 6-12. Portsmouth, NH, Heineman, 2002. Think-Pair-Share: Paula Rutherford, Why didn?t I Learn This in College? Teaching in addition to Learning in the 21st Century, page 98, 2002. Dialogue Dots: Linda Bersinger, Coaching Based Teacher Leadership, 3/07 Paraphrase Passport: Kagan, S. Gardner, H. in addition to Sylwester, R. Trialogue: Brain Localization of Intelligences, 2002. Paired Verbal Fluency: Kagan, S. Cooperative learning resources in consideration of teachers. Resources in consideration of Teachers: San Juan Capistrano, CA, 1989. Philosophical Chairs: Seech, Zahary. ?Philosophical Chairs: A Format in consideration of Classroom Discussion?. Teaching Philosophy. Volume 7, Number 1, pages 37-43, January, 1984. Key Concepts/ Key Ideas: Think Literacy, Cross Curricular Approaches, grades 7-12, Ontario, Canada. 3-2-1: Paula Rutherford, Why didn?t I Learn This in College? Teaching in addition to Learning in the 21st Century, page 99, 2002. Four Corners: Feeney -Jonson, Kathleen, 60 Strategies in consideration of Improving Reading Comprehension in Grades K-8. Corwin Press, December, 2005. Dialogue Stems: Dalton, J. in addition to Smith, D. Extending Children?s Special Abilities-Strategies in consideration of Primary Classrooms, pages 36-37, 1986. OPTIC: Pauk, W. How so that study in college (7th ed.). Houghton Mifflin Company: Boston, 2000. Hot Seat: Anthony Crider, Elon University

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This Particular Journal got reviewed and rated by Sources Principles in consideration of Participation: Kate Kinsella, San Francisco State University, 10/00 Each One, Teach One: Carolyn Pereira, 1987. Gallery Review: serc.carleton /introgeo/gallerywalk/step.html Give One, Get One: Linda Bersinger, Coaching Based Teacher Leadership, 3/07 Quiz, Quiz, Trade: Linda Bersinger, Coaching Based Teacher Leadership, 3/07 Walk-About Review: Cognitive Coaching Learning Guide, page 119, 2002 A-Z Review: Adler, Mary in addition to Eija Rougle. Building Literacy Through Classroom Discussion: Research-Based Strategies in consideration of Developing Critical readers in addition to Thoughtful Writers in Middle School. New York: Scholastic, 2005. Sign-In Graph: Data Management in addition to Probability, Grade 1 Teacher Package, Ontario, Canada. Lines of Communication: Kathleen Kenfield, Ed.D., ELL Strategies in addition to Programs, Seasonal Partners: Cognitive Coaching Learning Guide, page 111, 2002 Clock Partners: Why didn?t I Learn This in College? Teaching in addition to Learning in the 21st Century, page 247, 2002. Say Something: Beers, Kylene. When Kids Can?t Read: What Teachers Can Do. A Guide in consideration of Teachers 6-12. Portsmouth, NH, Heineman, 2002. Final Word: Patricia Averette, Annenberg Institute in consideration of School Reform Talking Sticks: Beers, Kylene. When Kids Can?t Read: What Teachers Can Do. A Guide in consideration of Teachers 6-12. Portsmouth, NH, Heineman, 2002. Think-Pair-Share: Paula Rutherford, Why didn?t I Learn This in College? Teaching in addition to Learning in the 21st Century, page 98, 2002. Dialogue Dots: Linda Bersinger, Coaching Based Teacher Leadership, 3/07 Paraphrase Passport: Kagan, S. Gardner, H. in addition to Sylwester, R. Trialogue: Brain Localization of Intelligences, 2002. Paired Verbal Fluency: Kagan, S. Cooperative learning resources in consideration of teachers. Resources in consideration of Teachers: San Juan Capistrano, CA, 1989. Philosophical Chairs: Seech, Zahary. ?Philosophical Chairs: A Format in consideration of Classroom Discussion?. Teaching Philosophy. Volume 7, Number 1, pages 37-43, January, 1984. Key Concepts/ Key Ideas: Think Literacy, Cross Curricular Approaches, grades 7-12, Ontario, Canada. 3-2-1: Paula Rutherford, Why didn?t I Learn This in College? Teaching in addition to Learning in the 21st Century, page 99, 2002. Four Corners: Feeney -Jonson, Kathleen, 60 Strategies in consideration of Improving Reading Comprehension in Grades K-8. Corwin Press, December, 2005. Dialogue Stems: Dalton, J. in addition to Smith, D. Extending Children?s Special Abilities-Strategies in consideration of Primary Classrooms, pages 36-37, 1986. OPTIC: Pauk, W. How so that study in college (7th ed.). Houghton Mifflin Company: Boston, 2000. Hot Seat: Anthony Crider, Elon University and short form of this particular Institution is US and gave this Journal an Excellent Rating.