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Areas for Growth (Lesson Body (How can I promote question asking class…

- - - - Draw names on popsicle sticks or index cards. Show care not to show names, so if you want something you heard to be said, named student appears random.
      - Ask partner talkers while you roam questions to extend their ideas, then praise their thought process and tell them their idea is too good not to share. When bringing the class back together, compliment the speaker and ask for their retell of your conversation.
      - Adult roams during partner share, informs student with insightful ideas heard that they will be called to share out with the class.
      - Academic Language Function Toolkit
- - - - Sum it up activity; CFU; ticket out the door
- - - - Survey students background knowledge prior to starting the unit; consider and build upon during instructional planning
      - Ask students what they would like to do or see within lesson topic.
      - Incorporate multi-media with videos, audio, visual simulations
    - - Set up a trio of questions for partner talk while you reorganize
      - Connections to content or context might be emotional, so when that happens, acknowledge their experiences. Set a timer for full class discussion of the unexpected ideas brought up, then guide the class back toward lesson objectives.
      - At onset of sensing direction change, challenge class to complete a connection frame or stem such as "I connect with (topic presented) through the experience of (student describes self/literature/movie/society connection)."
    - - Give one, get one strategy for students
      - See ideas above
    - - Designate the introvert with specifc integral function such as Facilitator or time keeper with interval warnings for time's up
      - Encourage activity, teamwork and neighbor
    - - Set a time frame for student collaborative talk such as five seconds, 10 seconds, ten seconds. Then pull the group back together and do not start until all are listening
      - Implement incentives
      - Reinforce posted consequences consistently
      - Plan for structured student collaboration with written notetaking components such as inside-outside circle, 4 corners, socratic seminar
  - - - Teach/model what you want to see
      - Reinforce skills/expectations you want to see