by Heather M. F. Lyke
— first published in October 2016 by RPS Secondary Curriculum & Instruction | updated in February 2022 —
As we help students develop skills that will suit them well in the world beyond our classrooms, many of us find ourselves moving to more and more partner work, group tasks, and full class discussions and debates. This is especially true as we return to in-person learning now that we're finishing the second year of the pandemic: more and more we set aside the technology we depended on in recent years--embracing opportunities to have students discuss face to face.
Discussion opportunities help our students develop collaboration skills and illustrate teamwork, develop communication skills and think critically—all skills which today’s students need to thrive in the 21st century workforce that awaits them in their not-to-distant futures. The struggle, however, is in ensuring that all students still walk away with deep levels of understanding. Far too often in partnerships, in small groups, and in full-class activities only a few students are actively engaged--some students choose passivity. When this happens, does it mean only those few students who participate walk away with the learning? It can, so it becomes our jobs as teachers to ensure all students engage in the learning we offer them.
As we return to more collaborative and in-person learning environments, here are some strategies to help ensure all learners are still learning at high levels
For Groups of 2-31. Partners A & B
What to do:
Variations:
Why this Works: This ensures that there are equal voices, encouraging shy students to speak up while preventing naturally talkative students from taking over. It also teaches students balance, which is not a skill that many students develop naturally. 2. Triads
What to Do:
Variations:
Why this Works: Just like with Partners A & B, Triads ensures balanced voices and balanced participation within a small group; the addition of a third student, however, allows for more versatility and creativity within the structure of the activity. Additionally, the ‘additive’ element in almost all variations of Triads forces students to see and to work with how other students think. Often, there are multiple routes to the same answer, or various correct answers, and should ‘student 1’ opt to take a route different than what ‘2’/‘3’ were expecting, then the thinking of ‘student 1’ must broaden and thereby deeper learning will occur. For Groups of 4-63. Numbered Heads
What to Do:
Variations:
Why this Works: When students are assigned to work in groups, particularity groups larger than four or more, it’s common to assign roles. Where roles certainly have their merit, they can also backfire. When one student is assigned to be “recorder” others in that group might hear, I guess I don’t have to write any of this down, and thereby may disengage. Likewise, when one student is assigned to be a “reporter” others may hear, I guess I don’t need to really know this if I won’t have to share out later—again, potentially encouraging some disengagement. However, when students know you use Numbered Heads to determine whose work is turned in and/or who shares out, then all must stay engaged for the entire activity. For Whole Class Discussions4. Random Selection
What to Do:
Variations:
Why this Works: When facilitating a whole group discussion, students who blurt answers aloud or constantly raise their hands tend to take over, giving other students perceived permission to tune out and disengage. However, establishing that all students will be called on at some point encourages students to stay engaged throughout. This strategy ensures that both shy students and students who prefer to be passive learners stay more active in their learning. 5. Chip Toss
What to Do:
Variations:
Why it Works: Again, as was noted with Random Selection, large group discussions tend to foster environments where some students naturally dominate, either pushing quieter students aside or giving students who wish to disengage permission to do so. However, a strategy like this helps combat that by making students aware of the discussion's balance—helping those likely to over-contribute keep themselves in check while simultaneously motivating those likely to under-contribute to add their voices into the conversation. Bonus Ideas
If you are looking for more ideas on increasing student voice and engagement, or would like to dig deeper into the value of such strategies, consider starting with these four resources:
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