lockUser login
Facebook
Twitter
Instagram
Pinterest
Tumblr
  • ALL-ED Routines
    • Engagement & Management
    • Group Learning
      • Managing Groups
      • Gather Responses
        • Domino Discover
        • Rumors
        • Inner and Outer Circle
        • Elbow Exchange
        • Show & Share
        • Sort it Out
        • TTO
        • Success Story
        • Sum it Up
      • Peer Help
        • Accountability Partners
        • Help Wanted
        • Expert Appointments
        • QAPS
        • Peer Feedback
        • Dialogue Circles/Conversation Lines
        • Save the Last Word
        • Exhibition
        • 360˚
      • Collaborate
        • Open Space
        • Jigsaw
        • Idea Carousel
        • 2 x 2 x 2
        • Jot Notes
        • Mine, Yours, Ours
        • CRED
        • FQA
        • Vocabulary Connections
    • Independent Tasks
    • Durable Learning Routines
      • Primary Source Learning Routines
      • Images Draw You In
      • Crop It
      • Zoom-In
      • Life in a Box
      • Read, Write, Reflect, Revise
    • CoTeaching Playbooks
  • Differentiated Instruction
    • OSCAR
    • CARR Check
    • Agility Thinking & Teacher Decisions
      • Structures for Tasks
      • Options
      • Help
        • Scaffolds
        • Supports/Extensions
        • Targeted Practice/Review
        • Specialized Instruction
          • Accommodations
          • Modifications/Adaptions
          • Remediation
    • Why Routines?
    • Myths of Differentiated Instruction
  • Professional Learning
    • Video Library
    • Webinars
    • Pictures of Practices
      • Classroom Stories
    • Useful Resources
      • Student Choice Structure Examples
      • Formative Assessment
      • Literacy Resources
      • English Language Learners
    • 30-Day Equity and Access Challenge
    • Differentiated Instruction Made Practical: Harvard, February 2018
  • About ALL-ED
    • ALL-ED Research Base
      • Self-Regulated Learning
      • Motivation
      • Cognitive Science
    • Our Team
      • ALL-ED Publications & Research
    • Events
      • ASCD Singapore Conference
      • Math For America Resources
    • Contact

Dialogue Circles/Conversation Lines

Home Group Learning Peer Help Dialogue Circles/Conversation Lines

Instructional Goal:  Build basic conversation skills

 

Children sitting in Dialogue Lines

Sometimes it is important to help students develop turn taking skills and how to begin and continue a conversation.  This scaffolding may need to be done prior to the Elbow Partner Exchange.

Print: Dialogue Circles/Conversation Lines Directions DirectionsDialogue Circles

Dialogue Circles

  1. Ask learners to form two equal circles facing each other. Each circle could have an identifying quality – like works with young children on the inside and older children/adults on the outside circle.
  2. Ask learners on the outside to introduce themselves and tell their partner about ______for one minute. Call time and then ask the inside person to do the same. Call time and now allow a short exchange time for asking questions and making connections with your partner.
  3. Ask learners to move two people forward a round their circle – to find a new partner.
  4. Repeat the exchange of experiences with each person having a designated time for speaking and then a short exchange.
  5. Debrief by asking learners to share what they heard from a partner.

Conversation Lines (or Echo the Leader)

  1. To begin, place students in two straight lines (one will be line A and the other line B) sitting or standing across from a partner. Ask students to shake hands with their partner and share their name to make sure everyone has a partner.
  2. Then students take turns completing a short conversation that is written out on the board or projected.
  3. When the teacher points to line A the whole line says the written statement or question. Then line B answers.
  4. The conversation continues for about four to six lines. Then partners are invited to finish the conversation by adding lines.
  5. The dialogs created can be shared with the class. All dialogs will begin with the same four to six lines and then the ending will be unique. This establishes expectations for an exchange and helps students learn question starters that deepen a conversation.

For example:

Line A:  I think ____________________

Line B:  Interesting, I also think (or I disagree with) ________________________. What makes you think that?

Line A: I think _________________ because _______________________. Why do you agree/disagree?

Line B:  I agree/disagree __________________ because ____________ . What are your next steps?

HomeAboutContact
© 2016 All-Ed. All rights reserved.
 

Loading Comments...