Students have been reading papers on equity in STEM and developing a research brief based on that so that others can have a quick reference on the "how and why" of addressing equity. They are also presenting this brief this week and I didn't want the 5 minute mumble followed by a few questions. (Actually they haven't been mumbling - so far they're really excited by their readings....) So each has to present their brief, but then use a discussion technique to generate conversation. I gave them the following list to choose from, was worried it would be hokey/forced. It's been going so well.
What is one thing that you will remember from this brief? What was the most surprising idea in this brief? What was the most useful idea? Would you agree or disagree with this: ______? (writer of brief can fill in the blank) Why?
art: draw a representation of the ideas from this brief or answers to above question(s), share and discuss your representation with your group
one minute paper/silent science: write your answer to one (or more/all) of the above questions; then share for feedback, pass again for feedback (2 rounds)
agree/disagree spectrum: everyone jot down one or two statements related on the brief
I’ll collect and read. Form a group near the sign that represents your opinion (agree/disagree/neutral) find a partner in your group and discuss the reasons for choosing the group. Then find a partner in the opposite group and discuss the topic with someone who has a different opinion.
sticky note storm - choose one of the questions above; everyone write their ideas on sticky notes. these then are clustered/grouped/discussed
think pair share: think about the questions, discuss in pairs. then … share with class.
60‐60, 30‐30 find a partner. decide who is number one and who is number two. Number one must talk about the topic for 60 seconds without stopping. No questions can be asked during this time. Then student number two must talk about the topic for 60 seconds without (!) repeating the ideas discussed by number one. Again no questions are asked. Then student number one responds or adds to the discussion for 30 seconds. Then student number two does the same. report out briefly to class.
