Education Leadership

Description

During a gallery walk, learners explore multiple pieces of content or images that are placed around the room. You can utilize this method when you want to have learners share their work with peers, examine various historical documents, or respond to a collection of quotations. Because this method requires learners to move around the room, it can be uniquely engaging to kinesthetic learners.

Implementation

1. Select Texts: Select the content (e.g., quotations, images, documents, and learner work) you will be utilizing for the gallery work. You could also have the learners themselves, working individually or in small groups, select the content.
2. Display Texts around the Classroom: The content must be displayed “gallery style” in a way that allows learners to disperse themselves around the room, with several learners clustering around each particular piece of content. Content can be hung on walls or placed on tables. The most crucial factor is that the piece of content are spread far enough apart to reduce crowding.
3. Explore Texts: The instructions that you give students will depend on your goals for the activity. If the purpose of the gallery walk is to introduce learners to the new material, you may want them to take informal notes as they walk around the room. If the purpose is for learners to take away particular information, you can create a graphic organizer for them to complete as they view the exhibit or compile a list of questions for them to answer based on the contents on display. Sometimes, instructors ask learners to identify similarities and differences among a collection of content. Or instructors give learners a few minutes to tour the room and then, once seated, ask them to record impressions about what they saw. Learners can take a gallery walk on their own or with a partner. They must also be allowed to tour in small groups, and you can announce when groups can move to the next piece in the exhibition. One instruction that must be emphasized is that learners are supposed to disperse around the room. When too many learners cluster around one piece of content, it not only makes it difficult for learners to view the content but also increases the likelihood of off-task behavior.
4. Debrief the Gallery Walk: Once learners have had a chance to view a sufficient number of the texts around the room, debrief the activity as a class. Depending on the goals of the gallery walk, this debrief can take a variety of forms. You may ask learners to share the information they collected, or you may ask learners what conclusions they can draw about a more substantial question from the evidence they examined.

Description

A four corners debate requires learners to show their position on a specific statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the room. This activity elicits the participation of all learners by requiring everyone to take a position. Utilize this as a warm-up activity by asking learners to respond to a statement about a topic they will be studying. It can also be a productive follow-up activity by asking learners to apply what they have learned when framing their arguments, or you can utilize it as a pre-writing activity to elicit arguments and evidence before essay writing.

Implementation

1. Prepare the Room: Tag the four corners of the space with signs reading Strongly Agree, Agree, Disagree, and Strongly Disagree. Develop a list of debatable statements related to the material being studied. Comments that are most likely to encourage discussion typically elicit nuanced arguments, embody authoritative values on both sides of the debate, and do not have one correct or obvious answer. Effective “four corners” statements include the following:
   • The needs of the bigger society are more essential than the needs of the individual.
   • The objective of schooling is to prepare youth to be good citizens.
   • Individuals can select their destiny, as their choices are not influenced or limited by the limitations of society.
   • Individuals must always resist unfair laws despite the consequences. I am only answerable for myself.
2. Introduce Statements: Disseminate statements and allow learners to respond to them in writing. Many instructors distribute a graphic organizer or worksheet that requires learners to mark their opinion and then provide a brief explanation.
3. Four Corners Discussion: After learners have considered their response to the statements, read one of the comments aloud, and ask learners to move to the corner of the room that best embodies their opinion. Once learners are in their spots, ask for volunteers to defend their position. When doing so, they must refer to specific evidence and applicable information from their own experiences. Encourage learners to change corners if someone introduces a concept that causes a change of heart. After a spokesperson from each corner has defended their position, you can allow learners to question each other’s evidence and ideas. Before beginning the discussion, remind learners about norms for having a respectful conversation
4. Debrief with Journals: You can have learners discuss in their journals about how the activity altered or solidified their original stance. It is possible that some learners will be more puzzled or uncertain about their views after the four corners debate. While ambiguity can feel uncomfortable, it is an essential part of the comprehension process and embodies real grappling with moral questions that have no clear-cut answers. To explain concepts shared during the conversation, you can chart the main “for” and “against” arguments on the board as a learning activity.

Description

In a “fishbowl” discussion, learners seated inside the fishbowl actively participate in a conversation by asking questions and sharing their opinions, while learners standing outside the fishbowl listen carefully to the ideas provided. Learners take turns in these roles so that they practice being both contributors and active listeners in a group discussion. This method is especially useful when you want to make sure all learners participate in a debate, when you want to help learners reflect on what a good conversation looks like, and when you need a structure for discussing controversial or difficult topics. A fishbowl discussion makes for an unusual pre-writing activity, often unearthing questions or ideas that learners can explore more deeply in an independent assignment.

Implementation

1. Select a Topic: Any topic is appropriate for a fishbowl discussion. The most effective prompts do not have one right answer or interpretation, but rather allow for multiple perspectives and opinions. The fishbowl method is excellent for discussing dilemmas, for instance.
2. Set Up the Room: A fishbowl conversation requires a circle of chairs and enough room around the ring for the remaining learners to observe what is happening in the fishbowl. Sometimes, instructors place enough chairs for half of the learners in the class to sit in the fishbowl, while other times, instructors further limit the chairs. Typically, 6 to 12 chairs allow for a range of perspectives while still allowing each learner to speak.
3. Prepare for the Discussion: Like many formatted conversations, fishbowl discussions are most effective when learners have had several minutes to create ideas and questions beforehand.
4. Discuss Norms and Rules: There are a lot of ways to format a fishbowl conversation. Sometimes, instructors have half the class sit in the fishbowl for 10 to 15 minutes before announcing “Switch,” at which point the active listeners enter the fishbowl, and the speakers become the audience. Another standard fishbowl discussion format is the “tap” system, where learners on the outside of the fishbowl gently tap a learner on the inside, indicating that they must switch roles. See the “Modifications” section below for more ideas about how to format this learning activity. Regardless of the rules you establish, make sure they are described to learners beforehand. Provide instructions for the learners in the audience. Before starting the fishbowl learning activity, you may wish to review guidelines for having a respectful conversation. Sometimes, instructors ask audience members to pay attention to how these norms are followed by recording specific aspects of the discussion process, such as the number of interruptions, examples of respectful or disrespectful language being used, or speaking times.
5. Debrief: After the discussion, you can ask learners to reflect on how they think the conversation went and what they learned from it. Learners can also assess their performance as active listeners and as performers. They could also give suggestions on how to improve the quality of discussion in the future.

Modifications

1. Opposing Positions: This is a kind of group discussion that can be utilized when there are two different arguments. Each group has an opportunity to discuss the issue while the other group observes. The goal of this technique is for one group to gain insight into different perspectives by having this opportunity to listen and formulate questions. After both sides have shared and listened, learners are often given a chance to discuss their questions and ideas with learners who are embodying the other side of the debate.
2. Multiple Perspectives: This format allows learners to look at a question or the content from various perspectives. First, assign perspectives to groups of learners. These perspectives could embody the viewpoints of different historical figures, characters in a novel, social categories, or philosophical points of view. Every group discusses the same question or content, embodying the assigned perspective. The goal of this technique is for learners to consider how perspective shapes meaning-making. After all groups have shared, learners can be allowed to discuss their ideas and questions with peers from other groups.

Description

Exit cards require learners to respond to questions or prompts on a piece of paper that they will pass into you before they leave class. These cards provide you with instant information that you can utilize to assess learners’ comprehension, monitor their questions, or gather feedback on your teaching. For learners, exit cards serve as a content review at the end of a daily learning activity and enhance their metacognitive skills.

Implementation

1. Prepare: Learners must have a pencil and paper. Instructors can prepare half-slips of paper with typed questions or write questions on the board for learners to answer.
2. Learners Respond to Prompt: Often, instructors have learners complete finish cards in the final five minutes of the class. Since exit cards must be turned in by learners, the questions or prompts must be specific and brief. They typically refer to the content that was being learned, but they can also be general, such as the following:
   • List three things you learned in class today.
   • What questions, ideas, and feelings did this learning activity raise for you?
   • What was your favorite moment of class? Why? What was your least favorite part of the class?
   • Assess your participation level in class today. What did you do well, and what would you do differently?
   • Exit cards can be formatted utilizing the 3-2-1 format. Depending on the purpose of having learners complete exit cards, instructors may have learners complete them anonymously.
3. Reinforce Accountability: Learners may leave class when they turn in an exit card to the instructor.

Modifications

1. Share the Results: It is often proper to share your findings from the exit cards with learners at the beginning of the next lesson. For instance, you could mention that many learners asked similar questions, so you will make sure to address these questions in subsequent lessons. Sometimes, instructors type up the results of the exit cards (without names) and have learners respond to these comments as a warm-up during the next learning experience. Letting learners know that you have read their ideas and have utilized them to inform your teaching decisions helps build a classroom culture of respect and trust.

Description

Analyzing historical documents requires learners to identify the purpose, message, and audience of the content. Document analysis forms are graphic organizers that assist learners through a process of identifying important background information about a document (e.g., author/creator, date created, place, format, etc.) and using this data to determine the content’s bias or perspective.

Implementation

1. Create Your Document Analysis Form: Document analysis forms usually ask learners to record the necessary info, like:
   • Author
   • Context
   • Audience
   • The purpose of the document’s creation
   • Type of material (photograph, pamphlet, government-issued document, newspaper article, diary entry, etc.)
   • Main points expressed in the document
   • The general message of the document (What is it trying to say? What perspective does it embody?)
   • Significance

2. Help Learners Complete a Document Analysis Form: Click on this link to find 19 different document analysis forms that you can distribute to your learners. Learners can work on document analysis forms in their groups. It is often best if learners have to complete their forms, even if they are working in small groups. Showing learners an example of a completed form or modeling how to complete one helps them better understand what accurate, thorough answers look like.
3. Learners Share Their Ideas: Completing these forms is just the first step of document analysis. Learners learn much more when they have to explain their ideas and hear other interpretations. After learners have had the opportunity to work with their classmates, they can revise and update the information on their forms. Sharing their analysis can also stimulate exciting discussions about the message and significance of a document.

Description

The dissecting the prompt method is good to utilize when introducing learners to a new writing assignment. By having learners annotate and discuss a writing prompt, this activity gives learners the time they need to decode what the prompt is asking them to think and write about. You can also utilize this method to introduce an essential question for a lesson, unit, or course.

Implementation

1. Prepare Prompt: Print out a prompt or essential question in big letters and tape it to the center of a piece of paper.
2. Learners Dissect the Prompt: Ask learners, in pairs, to analyze the prompt. As they read the prompt, tell them to make the following notes:
   • Circle words you do not know in the prompt.
   • Star words that seem to be the main ideas of the prompt.
   • Underline all the verbs that embody what you, the writer, are supposed to do.
   • Cross out any extra info that does not seem explicitly applicable to the writing task.

3. Make an Initial Response to the Prompt: Next, ask learners to respond to and discuss the prompt using the Think, Pair, Share method. Individually, learners must try to answer the prompt or essential question based on their “gut reaction” or personal philosophy. If possible, ask learners to work to support their current thinking with an instance from history or their own life. After a few minutes, ask each pair to share their thinking. Finally, ask learners to share a few opinions or ideas with the entire group. Tell learners that their initial responses will evolve as they encounter new ideas and evidence in class.
4. Record the Prompt: Before moving on, ask learners to write the prompt or essential question in their notepads. As they have new ideas about the prompt during the unit, they can make notes to themselves.

Description

In a “crop it” activity, learners utilize cropping tools to frame a portion of an image and then discuss their choice with classmates. This method requires learners to notice, identify, and respond to specific parts of an image before interpreting the image’s overall meaning and impact. It’s an effective way to help learners look closely at and analyze images.

Implementation

1. Prepare Materials: For this activity, find an image that you would like learners to analyze and then make a copy of the image for each learner. You will also need to develop cropping tools for learners to use or have learners create them. Each cropping tool consists of two L-shaped strips of paper (cut from the border of a blank sheet of 8 ½ x 11-inch paper). During the activity, learners will use the two L-shaped strips to create a rectangle shape, pushing the corners together or pulling them apart to change its size. Each learner must have two cropping tools to work with.
2. Learners Analyze Image: To conduct the activity, ask learners to look at each picture closely. Call out a series of prompts, starting with the suggestions below, and allow learners enough time to use their cropping tools to highlight a section of the image and then discuss their choice with a classmate or group. Next, follow these ideas with prompts specific to the topic of the lesson or unit:
   • Identify the section of the picture that first caught your eye.
   • Identify a section of the picture that illustrates what this image is about.
   • Identify a section of the picture that illustrates tension, problem, or dilemma.

Once you reach the end of the prompts for each picture, ask learners to write and discuss a caption for the image.

3. Learners Reflect: Finish the activity by having learners reflect in their journals about the process. You can utilize this prompt or a similar one: How did looking closely at small portions of the image help to deepen your comprehension of its meaning and impact?

Description

Utilize this method to help learners connect new ideas and information to their prior knowledge about a particular topic. The protocol described here engages learners in metacognitive reflection by asking them to find concepts and pieces of information that are in line with their prior comprehension of a topic, those that can utilize them to revise their thinking. This process helps learners both deepen their understanding of a topic and become more thoughtful and independent learners.

This method works best after learners have already been introduced to a topic and are receiving new perspectives that may challenge their initial comprehension.

Implementation

1. Select a Source of Information or Ideas: Select a reading, video clip, or another resource for a topic that learners already have some basic or working knowledge about. The source you select for this learning activity must provide new information that has the potential to challenge learners’ thinking about the topic.
2. Read and Respond to the Source: Provide learners with copies of the source for this activity, and then give them time to read or view the source. You may have learners read the source multiple times, once together as a class and again independently. Then prompt learners to go back to the source and respond to these three questions.

Connect: How do the ideas in this reading connect to what you know about ______________?

Extend: How does this reading  broaden your thinking about ______________?

Challenge: Does this reading challenge your comprehension of ______________? What new questions arise for you?

Description

Contracting is the process of candidly discussing your learners’ expectations about how classroom members will treat each other. Contracting is an effective method for making your classroom a reflective space. Reflective classroom communities are spaces where rules and norms protect everyone’s voice; where differing viewpoints can be heard and acknowledged; where members are accountable to themselves, each other, and the group; and where each individual has a voice in group decisions. These types of classrooms are usually developed through explicit nurturing from learners and instructors who have shared expectations concerning group norms and how everyone will be treated. The direction that follows describes how to discuss classroom norms with learners and then create and agree to a contract of behavior and etiquette.

Implementation

1. Define Contracting: A contract mentions that everyone has a shared responsibility to uphold the agreement. Learners can think about what it means for a classroom to have a contract.
2. Learners Reflect: To prepare learners to develop a class contract, ask them to reflect on their experiences as learners in a classroom community. You may utilize prompts like these:
   • Identify when you have felt safe voicing your opinions, ideas, and viewpoints.
   • Identify when you have had opinions and viewpoints, but choose not to share them.

3. Select an Approach to Cultivate a Contract: Instructors have found that useful class contracts usually have several explicitly defined rules or expectations, as well as penalties for those who do not live up the expectations of the community. There are many ways to proceed with cultivating a classroom contract. For instance, you can ask small groups of learners to work together to write rules or expectations or the classroom community. Keep the list brief so that the norms can be easily recalled. As groups give their presentations, you can organize their ideas by theme. If there are any tensions or inconsistencies in the expectations that have been suggested, you can discuss them as a class. While the process is inclusive of learners’ ideas, ultimately, it is the instructor’s responsibility to ensure that the concepts that make it into the final contract are those that will best nurture a safe learning environment.
4. Discuss Classroom Norms: To get the contracting discussion started more concretely, you could share with learners a list of rules or expectations that have been used in classrooms. Ask learners to discuss how they feel about these norms. What norms do they think would help this group develop a safe, productive learning environment?
5. Reflect on Scenarios: Another way to help learners develop a classroom contract is to have them envision what they would have liked to happen during specific scenarios. Scenarios could be drawn from learners’ experiences.
6.  Initiate the Contract: Once the class has completed its contract, reaching consensus about rules, norms, and expectations, each learner needs to signal their agreement. Learners can do so by copying the contract into their journals and signing the page, or you can ask all learners to sign a copy of the contract that will remain displayed in the classroom.

Description

This discussion method invites every learner in the class to participate as an active listener and speaker. Learners stand in two concentric circles facing one another and respond to a question in a paired discussion. When prompted by the instructor, one of the rings moves to the left or right, so each learner now faces a new partner, with whom they discuss a new question. This activity works well to debrief a reading or video. Because they are speaking with just one other person at a time, reticent learners may feel comfortable sharing their ideas.

Implementation

1. Select a Text and Select Questions: Find a reading or video that will catalyze this activity. Select the questions that you will ask learners to respond to in their discussion.
2. Prepare Learners for the Concentric Circles Discussion: In preparation for the discussion, you may ask learners to make notes while they are reading the content or watching the video, so they can do some initial thinking. Alternatively, you may ask them to make a quick journal response to gather their thoughts before being asked to discuss the content.
3. Facilitate the Concentric Circles Discussion:
   • Ask learners to stand in two concentric circles or ovals. The learners inside and outside the circles face one another so that each learner is positioned across from a partner. If your classroom doesn’t have the space for concentric circles, you may have the learners stand in two lines facing one another. In this case, when learners move to meet their new partners, the learner at the end of the line moves to the start of the chain.
   • Tell learners that you will give them a query to examine with their partner. Discuss how much time they have for their discussions and tell them that learners must share and listen. Give them tips about asking follow-up questions in case they finish their conversation before their time is up.
   • If you are concerned that learners may not get equal time to share and listen in each round, you may provide more structure. For instance, you can tell learners that for the initial minute, the outside circle will discuss their answers to the question, and the inside circle listens. For the second minute, the inside circle shares, and the outer circle listens actively. For the third and final minute, the groups discuss their ideas, commenting on patterns.
   • Afterward, instruct learners in one of the circles to move one or two spots to the right, so they are now facing a new partner. Repeat the last step with a new question.
   • Repeat this process until your learners have answered the questions that you prepared. You may add a bonus round in which learners pose questions to discuss with their partners.