Whole-Group Instruction

Whole Group Discussion

During Live Investigation and Task sessions (both teacher-led), I often use a whole group discussion format just like a traditional classroom. Blended or not, there is no substitute for discussion.

Strategy Resources (2)
 
Presentation
 
 
This a slide from our Town Hall meeting that my colleagues and I do at the beginning of the year. We use the Town Hall to set expectations in all areas, and we do a lot with hand signals. Students will use this during whole group discussion to ask the speaker to turn up the volume without calling out.
 
Presentation
 
 
This a slide from our Town Hall meeting that my colleagues and I do at the beginning of the year. We use the Town Hall to set expectations in all areas, and we do a lot with hand signals. Students will use this during whole group discussion to ask the speaker to turn up the volume without calling out.
Aaron Kaswell
Middle School 88 Peter Rouget
Brooklyn, NY


 

About this strategy

Prep Time:
Long
Subject:
Math
Grades:
Sixth grade, Seventh grade, Eighth grade
Similar Strategies
Assessment & Data
Microgrouping

The grouping algorithm employed by School of One assigns students a new lesson every day based on the student's most current learning needs. The algorithm actually learns the students' needs from the previous day's exit ticket. One of the learning styles or lesson types, Live Investigation, assigns students to me who are ready for whatever the assigned skill is. However, within that group, there are still varying levels of ability. I can see all of this on my data report and then I can group within my group. I call this micro-grouping.

 
Learning Apps
Aaron's Digital Content and Tech Tools

There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in his classroom. Check out how and why Aaron uses specific digital content and ed tech tools!


 
Instructional Closings
Synopsis

My colleagues and I have students write a Synopsis of their learning after every Independent Learning Zone period as well as after Live Investigations. The Synopsis acts as a reflective tool for both large and small concepts. I often tell my students to write what they actually learned or improved upon, not what they THINK I want them to write. I train my students to make a space for the Synopsis in their notebook headings. Occasionally, I will have my students read their Synopses out loud, but most often I walk around and do a quick check, as they are mostly a personal reflection for my students.

 
 
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