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Engaging Students in Science Discussions

This flowchart provides teachers with options for talk activities they can use with students. It outlines the purpose and process for different activities including: getting students to explain their thinking, critique models, or reach consensus. Activities are categorized by where students are in the learning process (beginning, middle, end) and whether the teacher will moderate discussion. Example activities include agree-disagree lines, claim-pass, idea coaching, and all-class science talks.

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Luke Ericson
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We take content rights seriously. If you suspect this is your content, claim it here.
43 views1 page

Engaging Students in Science Discussions

This flowchart provides teachers with options for talk activities they can use with students. It outlines the purpose and process for different activities including: getting students to explain their thinking, critique models, or reach consensus. Activities are categorized by where students are in the learning process (beginning, middle, end) and whether the teacher will moderate discussion. Example activities include agree-disagree lines, claim-pass, idea coaching, and all-class science talks.

Uploaded by

Luke Ericson
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.

Talk Act ivit ies Flowchart

W hich t alk act ivit ies can I use wit h my st udent s?

W hat is t he purpose of t he t alk act ivit y?

To get students to explain


To get students to critique and their thinking
get feedback on science models To get students to To reach
revise their thinking consensus
Where are you in the
unit?
Where are students in their
completion process?
How will students
think about this Are you going to Beginning Middle End
phenomenon best? moderate discussion?
They are working They have
on models completed models
Share-Trade Claim-Pass Idea Coaching

Three St ay-One St udent s St udent s writ e a In a pair, one


Agree-Disagree All-Day Post -It s
St ray observe a claim at t he t op st udent
Line
phenomenon, of a piece of "coaches"
One person St udent models
writ e, share wit h paper and pass while t he
Teacher poses a are left out all
"st rays" from a part ner, t hen t he pencil. Each ot her
quest ion for day for st udent s
each group and t rade and share adds a piece of explains. Then
st udent s t o in ot her class
act s as a crit ic of again. evidence or swit ch.
agree or periods t o
anot her group's experience and
disagree wit h crit ique wit h No; this is a
models while passes pencil t o
and t hey move post -it s ? and chance for
t he t hree t he next person.
t heir bodies t o maybe ot her Through them to Yes; I am
remaining writ e Through
respond. t eachers, t oo. Written "work out" curious what
t heir crit icism. Images
Language their ideas they're thinking

W rit e and Pass Four Quadrant s Discussion Diamond All-Class Science Talk

St udent s writ e t heir ideas Print four st at ement s on a St udent s writ e t heir ideas Teacher poses a quest ion
and pass t hem around t o paper and st udent s at each in each corner of t he same for st udent s t o answer
t heir t ablemat es, who add t able "vot e" by placing an paper, share merit s of t heir wit h dat a and reasoning,
comment s t o t heir ideas. object on t he st at ement ideas, and t heir consensus encouraging st udent s t o
BY KERRI WINGERT & ABBY Then st udent s writ e a t hey agree wit h and in t he middle. t alk t o each ot her
RHINEHART | AUGUST 2016 revised st at ement . explain why.

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