Reflection: Learning Communities Panel Discussion of Characters in "Absolutely True Diary of a Part-Time Indian" - Section 4: Students Conduct the Panel Discussion


The students did a great job of sorting their way though the panel discussion format.  Honestly, I am personally more comfortable with the hotseat and fishbowl formats that preceded this, so I struggled with defining the right amount of agenda and protocol.  I settled with writing a few key points on the board to guide the discussion and waited to see if the students would a.) act as character spontaneously; b.)engage each other in student-to-student question and answer; and 3.)adjust their participation to be inclusive and to go deeper into the text.  

Generally, they did quite well, but I still needed to intervene about 20% of the time to steer the direction, to remind students to be inclusive, etc.  The purist in me would see this as a failure because the goal is for the students to retain control of the helm of the discussion; however, the realist in me is willing to settle for what would normally be considered exemplary student leadership and input. 

  Reflection on the panel discussion proper
  Learning Communities: Reflection on the panel discussion proper
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Panel Discussion of Characters in "Absolutely True Diary of a Part-Time Indian"

Unit 2: Metacognition and The Absolutely-True Diary of a Part-Time Indian
Lesson 14 of 19

Objective: SWBAT question and respond to issues of characterization by participating in a panel discussion of characters in the novel.

Big Idea: Students interpret characters and themes more deeply when they portray and question those characters in class!

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panel discussion
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