1-2-6
This protocol helps students generate ideas in response to a work.
Process
- Give students a writing task, asking them to identify one thing they think the text, work, or body of work is about: What significant meaning is communicated through this text/work/body of work? [2 min]
- Pairs meet, share and agree to one statement (either choosing one, or combining ideas). [5 min]
- Each pair meets with two other pairs, shares, and agrees to one statement. [10 min]
- Each group of six records its one idea on a sentence strip and posts it in front of the room.
- Give students time to read all the statements and generate a list of questions in response. [5 min]
- The teacher leads an inquiry session in which members from the class ask clarifying questions. The authors of the item being questioned respond.
- Ask students to choose which statements best reflect the significant meaning being communicated in the work. Let them choose one third of the statements (3 if there’s 9, 4 if there’s 12, etc.)
- Keep the statements with the most votes up in the front of the room. As the instructor, provide oral feedback on the statements, critically evaluating them from a teacher/examiner’s perspective.
- Ask students to reflect in groups and/or in their portfolios: What are the challenges of communicating the significant meaning of work through a written statement? What might help you be more successful in this area?
Notes:
This is a good opportunity to discuss the role of language in communicating complex ideas. Vocabulary and sentence structure play an important role in communicating meaning.
Credits
Adapted from: “The Adaptive School: Strategies and Moves for Facilitating Groups”. Thinking Collaborative, https://www.thinkingcollaborative.com/as-resources
Photo by Startup Stock Photos from Pexels
