Each ‘expert’ group researches, notates and discusses content on one of the subgroups and becomes an ‘expert’ on that sub topic.Ī graphic organiser, such as a cross classification chart, is useful for students’ note taking. A Level 2 study of minibeasts may be divided into sub topics of insects, arachnids, molluscs and annelids.Įach student from the group separates and moves to a different area of the room to form an ‘expert’ group. When participating in this strategy, a topic is divided into sub topics.įor example: Groups of four students are formed. The jigsaw strategy is one which can be employed when students need to explore a range of materials or texts. The use of talk tokens should be considered a scaffolding measure, which is put in place to help students manage their talk and removed once students conduct dialogic discussions with some independence. Two colour tokens may be given, one to represent talk contributions and the other to represent questions to pose to the group. When all tokens have been placed aside, the student is no longer able to contribute to the discussion. Each time a contribution is made, the student places aside a token. Each group member is provided with a few tokens.

Providing each member of the group with a few tokens or counters is a useful technique, when establishing the protocols for talk in the classroom, or encouraging fair participation. Both groups could benefit from a management strategy that makes participation explicit. However, some classroom groupings include students who dominate talk or conversely are reluctant to participate. Establishing the ground rules for talk and focusing on accountable talk are necessary areas to explore and re-visit with students. Organising whole or small group talk interactions may require a management strategy to encourage participation of all students. Talk tokensĪlthough research has recognised that student engagement in dialogic talk, where students initiate questions and seek responses is an enabling strategy (Alexander, 2006), not all students participate or participate effectively. It is also useful for recalling information, sharing anecdotes or offering opinions. The doughnut technique is useful for the generation of ideas, perhaps before an individual brainstorm. Either the same or a new question/statement is given. A signal is given and the students in the outer circle take one step to the right, resulting in new partner formations. The teacher poses a question or provides a statement for discussion and students have a minute to discuss. Students in the inner and outer circle find partners and face each other.

This technique involves a large group of students, such as the whole class, forming two circles – an inner circle and an outer circle. When the goal is for the rapid sharing of ideas, with multiple people, the doughnut sharing technique is appropriate. Some question starters that could be used for a think, pair, share task:įor more extended talk, partners match up with another set of partners, forming groups of four and compare their discussion. While at the end of a unit of work, students might share their reflections. During an inquiry, students may be asked to share ideas, challenges or opinions. At the beginning of a lesson, students may be asked to think, pair, share early connections or predictions. At any stage of the lesson, students may be asked to ‘turn and talk’. Think, pair, share is an easy and engaging talk technique. Classroom techniques useful for promoting speaking and listening.

Think pair share physics science class