An Art teacher wants his high school students to do peer critiques and engage in instructional dialogue using the art vocabulary they have learned. Unfortunately, students are reluctant to critique a peer’s work and offer suggestions. An English teacher has a first hour class that seems too groggy most days to engage in discussion, yet he knows that when students engage in instructional dialogue deeper learning takes place and the light bulbs go on. Some great ideas have been shared in recent blog posts about how to increase instructional dialogue; here are a couple more to add to your toolkit from Sharroky Hollie’s book Strategies for Culturally and Linguistically Responsive Teaching and Learning.
Stop and Scribble
Teachers who have tried these two strategies are excited to share them with colleagues and use them again. Just when you think there are no new ideas out there, something pops up, and Dr. Hollie’s book, Strategies for Culturally and Linguistically Responsive Teaching and Learning, has a lot more to choose from. Some are tried and true, but others have a unique twist. Check it out.
As always, if you want to try one of these, or any new activity, just ask an Instructional Coach or an Implementation Associate to come and help. Together you can make it work for your students’ benefit.
This post brought to you by Ellen Harford, an Instructional Coach at John Marshall High School
Connect with Ellen via email or by calling 507.328.5376
Hollie, Sharroky. Strategies for Culturally and Linguistically Responsive Teaching and Learning. Shell Education. 2015.
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