3 Student roles to facilitate discussion about text

Nov 12, 2016

This tool helps students in small groups discuss a text. It also helps them learn how to do this more independently over time if it is used routinely. The beginning assumption in using this tool is that you have given the students a 1-3 page passage and a question or two that guides how they read. This might be a question about the main claims being made, or about comparing and contrasting ideas. When you first use this, you should model (out loud) how these roles would be enacted and what kind of conversation would be expected.

What we show here is not the form of the document you would give to students. Rather, you’d modify what is below (including the title) in ways that make sense for your students.

Attachments

3-Roles-Reading-text
File size: 223 KB Downloads: 2016

Auto Draft

“When I teach… future science teachers, having in-service teacher-vetted and co-designed tools that we know help kids learn in classrooms, available in your methods class where you’re learning right now, and having opportunities to use those during teaching rehearsals in the methods class, that’s really powerful.”

– Teacher Educator

Ambitious Teaching—An overview

In this video we illustrate what Ambitious Teaching looks like in classrooms ranging from high school to kindergarten. The practices were developed through collaborations between teachers and researchers, and they are continually evolving as we learn more about how they work with young learners. There are several themes that you’ll see in all examples, such as a focus on puzzling and complex phenomena, opportunities to make sense through talk, making thinking visible, attending to who is participating, using various forms of scaffolding and tools, and much more.

This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995