In this case the teacher models active listening and effective speaking skills and provides guided practice and the students share points of view, experiences, take turns speaking, make eye contact, stay on topic, and make decisions.
In this case the teacher is facilitating a discussion based on activity stations on force and motion the class completed the day before and the students are discussing and engaging in arguments about their observations and possible explanations.
This case shows a teacher working with a precalculus class about their knowledge of functions and students analyzing and predicting graphical representations of various functions.
In this case the teacher is facilitating discussion about the rules, meanings, and correct mathematical vocabulary behind adding mixed numbers and students are creating and defending their arguments concerning what two mixed numbers could be added to arrive at a sum of 10 7/8.
This case shows a teacher guiding her students through a discussion on the topic of genetic engineering and students sharing opinions and facts on the various uses of cloning.
This case shows a teacher facilitating a discussion and observing students in small groups and students expressing their interpretations of two images, analyzing Adaptive Matching Cards, and recording their findings with a flip camera.
This case shows a teacher assessing and providing feedback to students and students categorizing American foreign policy action as an example of either imperialism, expansionism, or isolationism.
In this case the teacher facilitates a fish bowl discussion among his students and students share their understanding of "The Great Gatsby", relating the novel to the role of the individual in society and the search for the American Dream.
This case shows a teacher facilitating a discussion and students discussing people's perception of art as a springboard to their analysis of "The Fountainhead".
This case shows a teacher facilitating a discussion amongst student groups about problems on their physics assessment taken previously and students presenting each problem and how they solved it.
This case shows a teacher observing a student-designed lesson analyzing Tennyson's poem "Tear, Idle, Tears" and Twain's short story "The Story of the Good Little Boy" and students expressing their interpretations of how the authors' purpose, devices, and diction convey their intended themes.
This case shows a teacher facilitating discussions with students about their investigation results and students analyzing their data to determine what it is telling them about how objects on Earth are heated by the sun.
In this case the teacher is guiding students to collaborate effectively while interpreting how photosynthetic organisms impact atmospheric composition and students are hypothesizing reasons for the changes they are seeing in data over time, correlating trends using new and prior knowledge acquired through discussion.
In this case the teacher is facilitating a 'science court' about specific claims involving different types of circuits and students are arguing and supporting their claims using evidence from activities they have done.
In this case the teacher is facilitating group discussions and students are analyzing and evaluating the book "Alice in Wonderland" by comparing it to other media versions, forming their ideas based on their notes and supporting evidence.
This case shows a teacher facilitating a whole-class discussion about extended metaphors in "Mother to Son" by Langston Hughes and students using their understanding of the metaphors in the poem as models for writing their own extended metaphors.
In this case the teacher is facilitating a discussion on global climate change and students are challenging each other's ideas, discussing possible solutions, and evaluating the feasibility of these solutions.
In this case the teacher has given students sets of color-coded squares and students are matching the graphs and equations of various trigonometric transformations/translations by deciding and explaining their own strategies or plans, questioning each other, and sharing their answers.
In this case the teacher is discussing what a derivative is and what it means to analyze a graph of a function and students are brainstorming a minimum of four ways a derivative can be used and how to use the graph of the derivative to describe functions.
In this case, a teacher facilitates students discussing different novels focusing on immigration and discrimination and students participate in cooperative learning roles and share their reflections on past and present experiences to make text-to-self connections.