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Think

Think. (Write). Share. Pair. Precision Partnering. I do it. We do it. You do it. Class Discussion Ground Rules. Demonstrate respect for others at all times. No hand-raising until I ask for volunteers.

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Think

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  1. Think (Write) Share Pair Precision Partnering

  2. I do it We do it You do it

  3. Class Discussion Ground Rules • Demonstrate respect for others at all times. • No hand-raising until I ask for volunteers. • Use your public voice: 2 x slower and 3 x louder than your conversation private voice. • Use the sentence starter to share your idea. • Listen attentively and jot down one new idea. • Point out similarities before sharing your idea.

  4. Active, Authentic Listening • Sit up straight and lean toward your partner. • Make eye contact. • Nod your head to show you are really paying attention and understand. • Ask your partner to repeat the idea if you couldn’t hear very well. • Ask your partner to explain the idea if you didn’t understand something. • Say something affirming: I see what you mean. I agree. That’s interesting. My idea is similar.

  5. Language for Class Discussions:Asking for Clarification • Casual Conversational English Huh? What? I don’t get it. • Formal Spoken English • I don’t quite understand. • Could you explain what you mean by __. • So what you mean is __. • If I understand you correctly, you think that __.

  6. Language for Class Discussions:Pointing Out Similarities • Casual Conversational English Oh yeah. I know. Me too. That’s right. Mine’s the same. • Formal Spoken and Written English • My idea is similar to __’s. • My idea builds upon __’s. • I agree with __. I also think that __.

  7. Check for Understanding of Task Directions Use a hand rubric to communicate your level of understanding: 3I know what to do. I can explain the directions to the class. 2I am a little confused. 1 I am very confused. I do not know what to do.

  8. Check for Understanding of Task Expectations • Partner #1, explain to #2 what you are supposed to do right now. • Partner #2, listen to see if your partner left out an important step.

  9. Productive Ways to Check for Understanding of Task Expectations • Partners quickly share what they perceive as the task expectations and the teacher monitors. • Partners or individuals prepare a written question regarding the task. • Individuals use a hand rubric or color-coded cards to assess level of understanding: (Green) #3 I know what to do. (Yellow) #2 I am a little confused. (Red)#1I am very confused.

  10. Tasks to Strengthen Accountable Listening During Partnering • Non-verbal: look, lean, nod • Signal: thumbs up/down to agree/disagree • Written: take notes on partner’s idea • Verbal: restate partner’s idea to partner; report partner’s idea to the whole group; say something affirming/positive to partner

  11. Partnering Directions • Partner #1 shares first using the starter. Partner #2 shares next. • Keep sharing until I say: “1-2-3, eyes on me.” • If you don’t have a second idea, share the teacher’s idea or your partner’s idea.

  12. Partnering Directions • Partner #1 shares first. Partner #2 shares second. • If you don’t understand your partner’s idea, say “Will you please explain that idea?” • If you couldn’t clearly hear your partner’s idea, say “Will you please repeat that idea?” • Say something positive after your partner shares: “I see…That’s interesting…I agree…You’re right.” • Keep sharing until you hear: “1-2-3, eyes on me.” • Share the teacher’s idea or your partner’s idea if you don’t have a second idea.

  13. Language for Class Discussions:Soliciting a Response • Casual Conversational English So what about you? So what do you think? • Formal Spoken English • What’s your idea/opinion? • What answer did you get? • We haven’t heard from you yet.

  14. Language For Class Discussions:Reporting Someone Else’s Idea • Casual Conversational English __ said that … __ told me that … • Formal Spoken and Written English __ pointed out that … According to __, __ indicated that … __ observed that … __ emphasized that …

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