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Instructional Grouping Strategies,[object Object],Home Group 4,[object Object]
Issues/Values Continuum,[object Object],Purpose: to allow students to explore their own opinions about a certain topic or issue,[object Object],Opportunity to explore the diversity of perspectives in the classroom,[object Object],Can be used in a wide variety of classrooms, subject areas, and audiences,[object Object]
Issues/Values Continuum,[object Object],1. Select an issue that students have an opinion or perspective about,[object Object],2. draw a continuum on the board, marking the end points with extreme and opposite sides of the issue,[object Object],Label points along the continuum, such as “strongly agree,” “agree,” “disagree,” and “strongly disagree”,[object Object],3. Explain labels and markings to students,[object Object]
Issues/Values Continuum,[object Object],4. Allow students to signify what they think about the issue by letting them physically place their name on the continuum at the point which most accurately reflects their belief,[object Object],Sticky notes with students’ names are useful,[object Object]
Issues/Values Continuum,[object Object],5. Have students who occupy various ,[object Object],places along the continuum explain their perspectives and reasoning,[object Object],Allow students to change their minds on the issue and move their name to another spot on the continuum,[object Object],			6. Follow up with in-depth research on the 		topic, and again allow students to alter 		their opinions on the continuum,[object Object]
Taking A Stand,[object Object],Purpose: discuss and deliberate on public policy issues through the use of persuasion and problem solving,[object Object],Can be used with a variety of audiences, but works best with a large classroom,[object Object]
Taking A Stand,[object Object],Description: Five key steps ,[object Object],step 1: present an overview of the issue and opposing side to the class (include examples and relevant details) phrase issue as a question requiring choice/action on part of the students present issue using point/counterpoint format – take student questions etc.,[object Object],step 2: Divide class in half: assign all students a viewpoint (one side of the issue – regardless of their own personal opinion) and have them pair up in their group and share the most important/compelling points on their side of the issue. Select students from each side to share/tell the class these compelling points.,[object Object],1. Teacher presents main issue or controversy,[object Object],2. Each student is randomly assigned a role to play in the group discussion and must fulfill that role without regard to the student’s own personal views on the issue,[object Object],Half of the class will be making points for the issue, and the other half will be making counterpoints,[object Object]
Taking A Stand,[object Object],Description: (cont.),[object Object],step 3: Encourage students to “go with their own beliefs” Students are allowed to switch sides (move) based on their own opinion – they may go to supporting side, counterpoint side and or middle location in room that represents undecided. After they move have them consider why they did and have them explain reasoning for the move to someone in the same location. Students can continue to move based on these discussions,[object Object],Tip: Teachers should monitor the class and ensure that students remain focused on the issue and its solution,[object Object]
Taking A Stand,[object Object],Description: (continued),[object Object],step 4: Encourage interactions and descriptions: Ask 3-4 students on the point side of room to explain strongest argument for standing on that side. After each explanation allow counterpoint students to respond to comments they heard. Allow both sides to present their key arguments then when no new info/ideas are added focus on helping students to answer “What is a solution to this problem/issue” Have each consider pros and cons and have each location/group develop a solution before the class tries to unite these various ideas into one solution to reach some consensus.,[object Object],.,[object Object],4. After both sides have presented, students can now choose which side of the issue they want to argue for, based on their own beliefs,[object Object],Choose between agree, disagree, and neutral,[object Object],5. Students pair up and explain the reasoning behind their belief,[object Object]
Taking A Stand,[object Object],step 5: Dialogical Reasoning Paper: Students write a four paragraph essay about an approved policy/stance of the same or a different issue following the format of the activity ,[object Object],Follow-up: Students write a 4 paragraph paper describing what they learned,[object Object],Paragraph 1: state the issue,[object Object],Paragraph 2: describe the point,[object Object],Paragraph 3: describe the counterpoint,[object Object],Paragraph 4: present and explain the solution,[object Object]
Literature Circle,[object Object],Purpose: engages students in critical thinking and reflection to gain a deeper understanding of a text ,[object Object],Allows for student oriented discussions and focuses on finding new insights into a text,[object Object]
Literature Circle,[object Object],1. Teacher randomly assign students to small groups of 5-7 students.,[object Object],2. Students read assigned text.,[object Object],3. Students meet in groups and discuss what they have read. Include questions, comments, and insights.,[object Object]
Literature Circle,[object Object],Each student has a role to perform in the group,[object Object],Summarizer: summarizes the main ideas of the text (Summarizes text, main ideas, key issues, plot points etc –keeps everyone on the same page with a  consolidated summary),[object Object],Discussion Director: guides the conversation of the group and keeps the discussion focused on the task. Also cues the illustrator to show/explain image.,[object Object]
Literature Circle,[object Object],Connecter: connects the text with real world experiences, prior knowledge, and other texts, etc.,[object Object],Literary Luminary: picks out engaging quotes from the text that stand out or have special meaning. Uses these quotes to engage students in deeper discussions/reflections on the lesson or text.,[object Object],Vocabulary Enricher: selects words from the text that are important and have meaning. Creates a list of words to be defined or understood by the group.,[object Object]
Literature Circle,[object Object],Travel Tracer: helps the group keep track of the story and what is going on. Balances plot and changes in location or themes.,[object Object],Illustrator: creates or finds an illustration that visually portrays the main concepts found in the text. Explains the image to the group.,[object Object]

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