#Core process 3 5 activities how to

Finally, conclude class with a “Meta-moment”: ask students what they thought of the activity, and what they will take away to their next reading.Go over each of the texts, then perform a think aloud as a class, asking students to contribute what they were thinking about at each point. Bring the class back together as a group.Give students 15-20 minutes to perform this part of the activity. Once student A finishes their text, student B then performs their think aloud.Model this activity very briefly for students with a sample text.Let students know this, and that it is ok!) (This process is awkward, and weird for most. The reader stops after every few sentences, and reflects on what they have read. One student reads a passage of text aloud, and while reading they stop frequently to “think” aloud.Students work in pairs (student A gets text 1, and student B gets text 2).Choose 2-3 paragraphs of new text for students to read.Be sure to assign a deadline for giving feedback, and allow sufficient time for revisions.

#Core process 3 5 activities how to

Teach students how to give constructive, supportive feedback before this activity.Īdaptable for Online Learning? Assign students to work in small groups of 3-4 and provide each other with feedback.This activity can also help in classes where providing all students with some type of feedback on papers may not be possible due to the number of students in the class.Have each student, in addition to their final draft, also submit the feedback they gave/received as well as reflections on the revisions they made in light of their peer’s comments. When submitting the final version of their paper. This activity can also become part of the grade or assignment.Be sure to give them guiding questions, key elements to look for in the essay based on the assignment rubric, or a form to fill in about the other student’s paper. In this activity, it is important to structure how the students are to respond.If you feel that the learners are not ready for public feedback, ask them to provide feedback to each other in pairs or in writing. After the activity, you can have groups give feedback to each other, either on a group to group basis, individually, or in pairs. The group observing will either observe the process, the content, or both depending on the desired outcome. They can either perform the same activity, a modified version, or a new activity. After 10 to 30 minutes, the groups switch (Group A observes while Group B performs the activity). Group A is given an assignment, such as a discussion or exercise to perform, while Group B observes.Just as people observe the fish in a fishbowl, the 'outer ring' observes the 'inner ring.' The most common configuration is an 'inner ring' (Group A), which is the discussion group, surrounded by an 'outer ring' (Group B), which is the observation group. Fishbowls are used for dynamic group involvement.The rest of the class are “outside” of the “fishbowl” and observe the activity take place.

For this activity, you will need a small group of volunteers to be “in” the “fishbowl” to participate in the activity.

In an international relations class, ask students “What are the key traits of a good mediator?” Most groups will identify neutrality as one of the key trait in Western cultures, providing a bridge to a discussion of differences in the role of mediators in the Middle East, where mediators’ role is to take sides and support the weaker party in a dispute.

Eventually, bring the class together as a group to hear what the students have decided are the three most important issues, questions, ideas relevant to the topic discussed.

Repeat for as many iterations as desired.

The pairs of students then join with another pair, and try to come up with three things they agree on.

Two students then come together with their lists and try to come up with three things they agree on.

Each student first thinks about the idea/question/issue for one minute, with the goal of generating at least three reactions, comments, answers, etc. Present an idea, question, or issue to students.