Tag Archives: discussion

Student Scribe Posts

30 Nov

carts1Go to any grocery store parking lot in Germany, and you will never…and I mean never…see any stray shopping carts rattling along in the wind or parked in the hedges. Every carriage is always tucked back in the rack, sometimes in color coded rows. In the United States I always put my cart back where it belonged, and I secretly enjoyed rounding up any strays I came across. Imposing order on this chaotic world, even in small doses, soothes my fastidious soul. My fellow countrymen, however, do not share my O.C.D. Most people leave carts wherever they damn well please.

Yet, the difference in national shopping cart parking habits does not reveal some great divide between American and German gentility. Germans do not return their carts out of an altruistic urge to avoid scratching their neighbors’ Audis. Instead, grocery stores in Germany simply engineer order into their systems. To get a cart, you have to unlock it from the rack with a coin. When you’re done, you can’t get your money back until you return the cart and secure it to its mates. It’s a simple system that works beautifully.

Medieval_writing_deskThe Student Scribe system works in much the same way; it’s a simple system, that once implemented, works with minimal effort on the teacher’s part. I first learned about the idea from Darren Kuropatwa, and I found his blog posts on student scribes very useful when setting up my scribe system for the first time.

On most days, one student takes communal notes and then posts these to a class wiki. Each post ends with the current student choosing the next scribe. Here are the directions I give my students regarding scribe posts:

 

 

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Alternative Classroom Discussion Formats

25 May

I’m closing in on my sixteenth year in an English classroom, and as any veteran teacher will admit, falling into ruts can be fairly easy. I will freely acknowledge that I can sometimes slip into default mode, especially when it comes to class discussions. I know how to foster a well-paced, inclusive discussion that avoids the Select Few dominating the discourse. I don’t, then, feel particularly impelled to change the format. But, boy, I’m glad that I still do.

My colleague in sophomore English is a gregarious, inventive, and reflective teacher just finishing his second year. He has some really good ideas on how to flip modes of discussion to play to various students’ strengths. In this post, I’m just going to rip off his ideas (and some ideas from others), giving full credit, of course.

The Experts Panel:

My colleague came up with this idea. At my school, students taking English for honors credit and those receiving standard credit are in the same section. We have to differentiate in some creative ways. One thing honors students must do is read an extra book and participate in extra discussions outside of class. This term students read Swamplandia! by Karen Russell.

As the students read the book, we constructed a series of Fishbowl Discussions to monitor their understanding of the text. (More on the Fishbowl technique below.) For the final discussion, however, we devised an alternative format using Google Hangouts. Unfortunately, we hit a snag. Users under 18 years of age cannot record Google Hangouts. Scrambling for an alternative, my colleague came up with the Experts Panel format.

We determined general categories of discussion topics beforehand and asked each student to prepare a few discussion questions from each category, emphasizing that the quality of their questions would help us gauge their understanding of the novel.

On the day of the discussion, we randomly chose three to four students to sit at the front as our expert panel. Then, using wheeldecide.com to make a spinner, we randomly chose the topic. In addition to the categories listed in the assignment description, we added Teacher’s Choice and random prizes.

Once the category was chosen, the audience asked questions and the panelists provided answers. When a topic was exhausted, we rotated panelists, with every student getting a chance to be an expert. Of course, the teachers asked questions and sat on a panel, but we were largely observers.

The rapid fire Q&A format led to one of the best literary discussions of my teaching career. Students on the experts panel really worked to provide erudite and original answers, while a healthy competition arose in the audience to ask the most intelligent question.

This Experts Panel format would work for any subject area. Of course, if used too often any format becomes tedious, but the students truly responded to this approach.

Fishbowl Discussion:


This video at Edutopia does a better job than I could explaining the format. As my honors students read Swamplandia! we scheduled a few fishbowl discussions so I could monitor their understanding and guide their analysis. Students also took notes on a shared Google Doc as they discussed so they could reference these notes later on. Due to numbers, I was the only one on the outside of the fishbowl, but I’ve used this format often. Giving students the chance to observe discussion can greatly improve their contributions when they are active participants.

Structured Academic Conversation as Debate Alternative

 

Tweet the Debate

 

Alternative Discussion Formats: Dr. Cavanaugh

 

50 Alternatives to Lecture

Building Effective Classroom Discussions #1st5days

12 Sep

I will admit it. I steal many of the great ideas I use in the classroom. If you want to be a better teacher, you probably find inspiration from others, too.

Steal, of course, is a harsh word. I always give credit. But,  while I know I am a creative teacher in my own right, I have no problem using someone else’s great idea.

Early in my teaching career I attended a Building Success workshop sponsored by the College Board, and the facilitator gave this suggestion. (I would give his name if I knew it; I have tried to find it). Early in the school year, he posts the following list somewhere in the classroom:

  •      – The correct answer
  •      – An educated guess
  •      – A wild guess
  •      – A blank stare

He then begins class by asking students to consider the list and answer the following question: “Which response do you learn the most by giving?” I have stolen his idea every year.

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