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U S I N G C L A S S D I S C U S S I O N
A S A L E A R N I N G S T R AT E G Y
I N C L A S S A N D O N L I N E
G L E N A N D E R S E N
R E D M O U N TA I N E L E M E N TA RY
@ G A N D E R S E N 0 7
G L E N . A N D E R S E N @ WA S H K 1 2 . O R G
Flipped Classroom
W H AT I S M Y B E S T U S E O F
FA C E T O FA C E T I M E I N
M Y C L A S S R O O M ?
– A N T H O N Y M U H A M M A D
“Educators have been socialized in
their field since childhood and
adopt the norms. ”
I T I S T I M E T O F R E E
S T U D E N T V O I C E
Class Discussion as a Learning Strategy
D I S C U S S I O N S W I T H K I D S ? R E A L LY ?
➡Teaching students to think and talk like a specialist
➡Develop critical thinking, analyze information, and
find potential problems
➡Develop problem-solving skills through finding
creative solutions
➡Dialogue helps reach higher levels of learning by
examining different viewpoints and opinions
– J O B O A L E R
"Silent maths gives students the wrong
idea about mathematics; it is very hard to
reason about mathematics when working
in silence.”
C A N S T U D E N T S H AV E
I N - D E P T H D I S C U S S I O N S
A N D L E A R N ?
D I S C U S S I O N S
➡Teach discussion
➡Model Discussion
➡Give the rules of discussing topics
➡Don’t be critical
➡Topic, not the individual
➡Promote learning and insight, not conflict
O N L I N E D I S C U S S I O N S
➡Get their thoughts down before class
discussion
➡Require more than a yes/no answer.
➡Apply knowledge to a new situation.
➡Require evidence or support
➡More than one correct answer
Class Discussion as a Learning Strategy
Class Discussion as a Learning Strategy
S T U D E N T R U L E S
C L A S S & O N L I N E
Ready, Set, Science! nap.edu
Chapter 5: Making Thinking Visible
S P E A K L O U D E N O U G H F O R
A L L T O H E A R
E X P L A I N Y O U R A N S W E R O R
V I E W A N D G I V E E V I D E N C E
L I S T E N F O R
U N D E R S TA N D I N G
R E A D F O R
U N D E R S TA N D I N G
A G R E E O R D I S A G R E E
( A N D E X P L A I N W H Y )
Q U E S T I O N S
Class Discussion as a Learning Strategy
S A M P L E Q U E S T I O N S
➡What is the cause/effect…?
➡What is the impact…?
➡What is the relationship…?
➡What if…?
➡What would/could happen…?
➡What do you feel, think, believe…?
A G O O D Q U E S T I O N I S B O T H A
Q U E S T I O N S T U D E N T S C A N A N S W E R
A N D A Q U E S T I O N T H AT
R E Q U I R E S A N A LY S I S , S Y N T H E S I S ,
I N T E R P R E TAT I O N , A N D C R I T I C A L
T H I N K I N G I N O R D E R T O A N S W E R I T.
A D E A D E N D Q U E S T I O N I S A
Q U E S T I O N T H AT P R O D U C E S
L I T T L E D I S C U S S I O N , G U E S S I N G ,
I S T O VA G U E , O R C O N V E Y S A N
E X P E C T E D A N S W E R .
I N I T I AT E E VA L U AT E
R E S P O N S E
R U L E S O F I M P R O V
1) Say Yes-and!
2) Don't Block.
3) Avoid Yes or No Questions
4) Be Specific- Provide Details!
5) Change, Change, Change!
6) Commit and take choices to the nth degree or focus
on actions/objects.
7) There are no mistakes, only opportunities
I S A T E A C H E R S J O B T O T E L L
S T U D E N T S T H E Y A R E R I G H T
O R W R O N G ?
– B I L L G AT E S
"Success is a lousy teacher. It seduces
smart people into thinking they can't
lose.”
T E A C H E R
L I S T E N .
N O , R E A L LY L I S T E N
S T O P TA L K I N G
C L A R I F Y W H AT
S T U D E N T S M E A N
T I M E
L E T T H E G R O U P TA L K
A P P R E C I AT E S T U D E N T I D E A S
D O N ' T TA K E I T P E R S O N A L LY
I N E E D C L O S U R E !
A N S W E R Q U E S T I O N S ,
B U T
D O N ’ T G I V E A N S W E R S .
S T I R U P C O N T R O V E R S Y
P R O V I D E A LT E R N AT I V E S
I F Y O U C O U L D O N LY T E A C H
1 0 P O I N T S , W H AT W O U L D
Y O U T E A C H ?

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Class Discussion as a Learning Strategy

  • 1. U S I N G C L A S S D I S C U S S I O N A S A L E A R N I N G S T R AT E G Y I N C L A S S A N D O N L I N E G L E N A N D E R S E N R E D M O U N TA I N E L E M E N TA RY @ G A N D E R S E N 0 7 G L E N . A N D E R S E N @ WA S H K 1 2 . O R G Flipped Classroom
  • 2. W H AT I S M Y B E S T U S E O F FA C E T O FA C E T I M E I N M Y C L A S S R O O M ?
  • 3. – A N T H O N Y M U H A M M A D “Educators have been socialized in their field since childhood and adopt the norms. ”
  • 4. I T I S T I M E T O F R E E S T U D E N T V O I C E
  • 6. D I S C U S S I O N S W I T H K I D S ? R E A L LY ? ➡Teaching students to think and talk like a specialist ➡Develop critical thinking, analyze information, and find potential problems ➡Develop problem-solving skills through finding creative solutions ➡Dialogue helps reach higher levels of learning by examining different viewpoints and opinions
  • 7. – J O B O A L E R "Silent maths gives students the wrong idea about mathematics; it is very hard to reason about mathematics when working in silence.”
  • 8. C A N S T U D E N T S H AV E I N - D E P T H D I S C U S S I O N S A N D L E A R N ?
  • 9. D I S C U S S I O N S ➡Teach discussion ➡Model Discussion ➡Give the rules of discussing topics ➡Don’t be critical ➡Topic, not the individual ➡Promote learning and insight, not conflict
  • 10. O N L I N E D I S C U S S I O N S ➡Get their thoughts down before class discussion ➡Require more than a yes/no answer. ➡Apply knowledge to a new situation. ➡Require evidence or support ➡More than one correct answer
  • 13. S T U D E N T R U L E S C L A S S & O N L I N E Ready, Set, Science! nap.edu Chapter 5: Making Thinking Visible
  • 14. S P E A K L O U D E N O U G H F O R A L L T O H E A R E X P L A I N Y O U R A N S W E R O R V I E W A N D G I V E E V I D E N C E
  • 15. L I S T E N F O R U N D E R S TA N D I N G R E A D F O R U N D E R S TA N D I N G
  • 16. A G R E E O R D I S A G R E E ( A N D E X P L A I N W H Y )
  • 17. Q U E S T I O N S
  • 19. S A M P L E Q U E S T I O N S ➡What is the cause/effect…? ➡What is the impact…? ➡What is the relationship…? ➡What if…? ➡What would/could happen…? ➡What do you feel, think, believe…?
  • 20. A G O O D Q U E S T I O N I S B O T H A Q U E S T I O N S T U D E N T S C A N A N S W E R A N D A Q U E S T I O N T H AT R E Q U I R E S A N A LY S I S , S Y N T H E S I S , I N T E R P R E TAT I O N , A N D C R I T I C A L T H I N K I N G I N O R D E R T O A N S W E R I T.
  • 21. A D E A D E N D Q U E S T I O N I S A Q U E S T I O N T H AT P R O D U C E S L I T T L E D I S C U S S I O N , G U E S S I N G , I S T O VA G U E , O R C O N V E Y S A N E X P E C T E D A N S W E R .
  • 22. I N I T I AT E E VA L U AT E R E S P O N S E
  • 23. R U L E S O F I M P R O V 1) Say Yes-and! 2) Don't Block. 3) Avoid Yes or No Questions 4) Be Specific- Provide Details! 5) Change, Change, Change! 6) Commit and take choices to the nth degree or focus on actions/objects. 7) There are no mistakes, only opportunities
  • 24. I S A T E A C H E R S J O B T O T E L L S T U D E N T S T H E Y A R E R I G H T O R W R O N G ?
  • 25. – B I L L G AT E S "Success is a lousy teacher. It seduces smart people into thinking they can't lose.”
  • 26. T E A C H E R
  • 27. L I S T E N . N O , R E A L LY L I S T E N
  • 28. S T O P TA L K I N G
  • 29. C L A R I F Y W H AT S T U D E N T S M E A N
  • 30. T I M E
  • 31. L E T T H E G R O U P TA L K
  • 32. A P P R E C I AT E S T U D E N T I D E A S D O N ' T TA K E I T P E R S O N A L LY
  • 33. I N E E D C L O S U R E !
  • 34. A N S W E R Q U E S T I O N S , B U T D O N ’ T G I V E A N S W E R S .
  • 35. S T I R U P C O N T R O V E R S Y
  • 36. P R O V I D E A LT E R N AT I V E S
  • 37. I F Y O U C O U L D O N LY T E A C H 1 0 P O I N T S , W H AT W O U L D Y O U T E A C H ?