After finishing reading The Outsiders, Eronica Virvine asks students to respond individually, in writing to:

What are two ways Ponyboy’s conflicts are similar and/or different to those you are faced with today?

Eronica continued, “You will be using this information to explain your responses in a fishbowl activity.” In the activity, most students could demonstrate how their own conflicts related to those of Ponyboy.

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

During a middle school science lesson, several students offer their own experiences in keeping fit. One student wondered what the impact of eating a vegan diet might have on their bodies over time.

Frichaela Mench uses their examples as ways to illustrate the importance of making healthy choices. She challenges the class to investigate the long term health considerations of eating a vegan diet by searching valid sources.

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

Jesa Macobson told her life science students, “We want to understand how systems work so that we can solve the real world problems you identified.

In earlier lessons, we’ve learned about the feature of plant transport systems. Today we will explore these same concepts in our own respiration system.

Just as you suggested, you will be able to compare the similarities and differences between the two types of systems.”

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

Students were asked to create a sculpture of themselves “in action” in the spirit of contemporary sculptor Michelle Reader, using the “junk” Ms. B had dumped in the center of the room.

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

Wayla Teber attempted another explanation for understanding the lesson's concepts, but students were still unable to solve the problems.

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

Hizzie Arms uses a graphic organizer on the SMART Board to fill in as students recall, in their own words, how a fable is a fictitious tale that has a moral. As students offer their contributions, Hizzie records related vocabulary words. She displays a text of a fable previously read on the SMART Board, and asks a student to read the ending out loud. Another student raises his hand and explains how the moral of the story relates to his own life.

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

For their group discussion, Fabraham Ish posed the following, “Agree or disagree with this statement: the invention of the internet has destroyed our right to privacy.”

*Student 1 begins with his opinion.

*Student 2 builds upon those responses and extends the discussion.

Student 3 offers a rebuttal.

Student 4 initiates a blog on the classroom site to share the discussion points.

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

When a student asks how their reports will be graded, Haitlyn Kuska responds, “Okay, just get started on the paper, see how far you get and I will let you know how you are doing tomorrow. Any questions? (Pause) No? Okay, get going.”

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

In small groups, one student comments on another’s conclusion and said, “So, you are saying there is evidence that there might be a water source on Mars? I think we all agree, so in our explanation, let’s try to figure out what factors led us to that conclusion.” Another group member said, “how about we go on the computer and research some more detail about Mars, then use that information to substantiate our explanation?” All agreed and got to work.

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness

After Lilliam Woveday's mini-lesson on the women suffragette movement, students were asked to complete a worksheet on details about each of the women’s lives. The students filled in the worksheet and then sat quietly.

• 3a Communicating With Students

• 3b Using Questioning and Discussion Techniques

• 3c Engaging Students in Learning

• 3d Using Assessment in Instruction

• 3e Demonstrating Flexibility and Responsiveness