"TEACH EACH OTHER" DISCUSSION
PURPOSE OF THE STRATEGY
This strategy is a form of discussion group in which the teacher becomes a shadow while the students teach each other. Unlike traditional discussion groups wherein the students look to the teacher for answers and leadership, here the teacher gives students complete ownership of the discussion, which is based upon a common reading or set of statements. This is a way to increase student involvement in talking and participation and allows the teacher to observe and takes notes on who participates and how often.
DIRECTIONS:
STEP 1
INTRODUCTION
Introduce the strategy by asking how a class discussion usually works. Ask students to comment on aspects of usual class discussions (not everyone talks, looking to the teacher, etc.) Talk about the reading selection that they will discuss today. Explain that today the object of the discussion will be to "Teach Each Other." Place the following rules on an overhead:
1. Courtesy: in order for each student to feel comfortable, courtesy is essential.
2. Do no look at the teacher: this discussion is for your benefit, not the teacher's.
3. Tolerate silence: it takes time to think of what or how to say something.
STEP 2
READING
Pass out the cue sheets. These will help each student to contribute to the discussion. Read over the examples with the students and discuss appropriate comments. Hand out the text to be read or the statements that will be discussed. Have each student read the handout and decide which points they would like to emphasize. They can check or highlight these.
STEP 3
DISCUSSION
Place all the desks in a circle where each student can see everyone else in the classroom. When a student wishes to comment, have them raise their hand. Holding up a fist indicates that this is their first comment; one finger indicates that they have spoken one time; two fingers, two times, and so on. The person who has finished speaking will choose who is to speak next. They need to decide who has spoken the least amount of times. As the object is to get everyone to participate, extra credit can be given for involving the entire class. The comments need to center on ideas, not "that was interesting" or "I agree." If the student makes a comment like that, they are to back it up with why they agree or disagree, or think something is interesting in order to receive participation points. Only one person can talk at a time. The teacher asks who wants to start the discussion and then retires to the back of the class to observe and to mark down who participates.
STEP 4
WRITING
At the end of the discussion time, bring the lesson to a conclusion and ask the students to write a journal response or paper about the reading, now that they have had a chance to think and discuss.
ASSESSMENT
Assessment is multilayered. We must consider who participated in the discussion, how in-depth was their understanding of the topic, were responses general or insightful, and how comfortable were individuals as they worked in the group? Finally, we should assess the types of responses that were turned in for the written portion of the activity. Were students able to articulate ideas with greater force and clarity as a result of the discussion?
Discussion Cue Sheet
1.Can you say something similar using other words?
2. What did you like about the pervious contribution?
3. What new ideas did that contribution give you?
4. What puzzled you about the last statement?
5. What in the last statement had not occurred to you before?
6. How did the person who made the last statement arrive at that conclusion?
7. Can you elaborate, explain, or give another example of the last statement?
Self-Evaluation
1. Did I contribute to the discussion?
2. Did I encourage others to contribute or clarify ideas?
3. What would I like to do in the next discussion? How Can I do this?
4. Who was the person who contributed the most interesting or valuable comments?
5. Who was the Most Valuable Player in keeping the discussion going?
6. Who encouraged me the most in the discussion?