{"id":1147,"date":"2019-05-20T17:10:22","date_gmt":"2019-05-20T17:10:22","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/olemiss-education\/?post_type=chapter&#038;p=1147"},"modified":"2019-05-20T17:18:41","modified_gmt":"2019-05-20T17:18:41","slug":"how-to-steps-to-using-different-strategies","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/olemiss-education\/chapter\/how-to-steps-to-using-different-strategies\/","title":{"raw":"How to: Steps for Using Different Strategies","rendered":"How to: Steps for Using Different Strategies"},"content":{"raw":"<h1 id=\"toc1\"><em>Behavioral Model<\/em><\/h1>\r\n<h2 id=\"toc2\"><a name=\"Behavioral Model-Direct Instruction\"><\/a>Direct Instruction<\/h2>\r\n<em>Teacher-centered instruction which includes lecture, presentation, and recitation.<\/em>\r\n\r\nStep 1-Review Previously Learned Material\r\nStep 2-State Objectives for the Lesson\r\nStep 3-Present New Material\r\n<ul>\r\n \t<li>Lectures<\/li>\r\n \t<li>Demonstrations<\/li>\r\n<\/ul>\r\nStep 4-Guide Practice, Assess Performance, and Provide Corrective Feedback\r\n<ul>\r\n \t<li>Questioning<\/li>\r\n \t<li>Feedback<\/li>\r\n<\/ul>\r\nStep 5-Assign Independent Practice, Assess Performance, and Provide Corrective Feedback\r\n<ul>\r\n \t<li>Worksheets<\/li>\r\n \t<li>Unitization and Automaticity<\/li>\r\n \t<li>Rubrics<\/li>\r\n<\/ul>\r\nStep 6-Review Periodically, Offering Corrective Feedback If Necessary\r\n<h1 id=\"toc3\"><a name=\"Information-Processing Models\"><\/a><em>Information-Processing Models<\/em><\/h1>\r\n<h2 id=\"toc4\"><a name=\"Information-Processing Models-Concept Attainment\"><\/a>Concept Attainment<\/h2>\r\n<em>Inductive model of instruction where student are presented with examples and non-examples of a concept. Students generate hypotheses and attempt to describe (and sometimes name) the concept.<\/em>\r\n\r\nStep 1-Select and Define a Concept and Select the Attributes\r\nStep 2-Develop Positive and Negative Examples\r\nStep 3-Introduce the Process to the Students\r\nStep 4-Present the Examples and List the Attributes\r\nStep 5-Develop a Concept Definition\r\nStep 6-Give Additional Test Examples\r\nStep 7-Discuss the Process with the Class\r\nStep 8-Evaluate\r\n<h2 id=\"toc5\"><a name=\"Information-Processing Models-Concept Development\"><\/a>Concept Development<\/h2>\r\n<em>Inductive teaching model. Concepts are taught using the sequence: list items, group items, label, regroup, synthesize, and evaluate (can students generate and group on their own?)<\/em>\r\n\r\nStep 1-List as Many Items as Possible That Are Associated with The Subject\r\nStep 2-Group the Items Because They Are Alike in Some Way\r\nStep 3-Label the Groups by Defining the Reasons for Grouping\r\nStep 4-Regroup or Subsume Individual Items or Whole Groups Under Other Groups\r\nStep 5-Synthesize the Information by Summarizing the Data and Forming Generalizations\r\nStep 6-Evaluate Students\u2019 Progress by Assessing Their Ability to Generate a Wide Variety of Items and to Group Those Items Flexibly\r\n<h2 id=\"toc6\"><a name=\"Information-Processing Models-Vocabulary Acquisition Model\"><\/a>Vocabulary Acquisition Model<\/h2>\r\nStep 1-Pretest Knowledge of Words Critical to Content\r\nStep 2-Elaborate upon and Discuss Invented Spellings and Hypothesized Meanings\r\nStep 3-Explore Patterns of Meaning\r\nStep 4-Read and Study\r\n<h2 id=\"toc7\"><a name=\"Information-Processing Models-Synectics\"><\/a>Synectics<\/h2>\r\n<em>Metaphors generated by the students are used to help them understand controversial issues or solve problems.<\/em>\r\n\r\n<strong>Version One: Making the Familiar Strange<\/strong>\r\nStep 1-Describe the Topic\r\nStep 2-Create Direct Analogies\r\nStep 3-Describe Personal Analogies\r\nStep 4-Identify Compressed Conflicts\r\nStep 5-Create a New Direct Analogy\r\nStep 6-Reexamine the Original Topic\r\nStep 7-Evaluate\r\n\r\n<strong>Version Two: Making the Strange Familiar<\/strong>\r\nStep 1-Provide Information\r\nStep 2-Present the Analogy\r\nStep 3-Use Personal Analogy to Create Compressed Conflicts\r\nStep 4-Compare the Compressed Conflict with the Subject\r\nStep 5-Identify Differences\r\nStep 6-Reexamine the Original Subject\r\nStep 7-Create New Direct Analogies\r\nStep 8-Evaluate\r\n\r\n<strong>Version Three: The Synectics Excursion<\/strong>\r\nStep 1-Present the Problem\r\nStep 2-Provide Expert Information\r\nStep 3-Question Obvious Solutions and Purge\r\nStep 4-Generate Individual Problem Statements\r\nStep 5-Choose One Problem Statement for Focus\r\nStep 6-Question through the Use of Analogies\r\nStep 7-Force Analogies to Fit the Problem\r\nStep 8-Determine a Solution from a New Viewpoint\r\nStep 9-Evaluate\r\n<h2 id=\"toc8\"><a name=\"Information-Processing Models-Cause-Effect\"><\/a>Cause-Effect<\/h2>\r\nStep 1-Choose the Data or Topic, Action, or Problem to Be Analyzed\r\nStep 2-Ask for Causes and Support for Those Causes\r\nStep 3-Ask for Effects and Support\r\nStep 4-Ask for Prior Causes and Support\r\nStep 5-Ask for Subsequent Effects and Support\r\nStep 6-Ask for Conclusions\r\nStep 7-Ask for Generalizations\r\n<h2 id=\"toc9\"><a name=\"Information-Processing Models-Memorization\"><\/a>Memorization<\/h2>\r\n<em>Actively organizing and working with concepts or terminology to improve incorporating those concepts into memory.<\/em>\r\n<h2 id=\"toc10\"><a name=\"Information-Processing Models-Problem-Centered Inquiry Models\"><\/a>Problem-Centered Inquiry Models<\/h2>\r\n<h3 id=\"toc11\"><a name=\"Information-Processing Models-Problem-Centered Inquiry Models-Suchman Inquiry Model\"><\/a>Suchman Inquiry Model<\/h3>\r\n<em>Like twenty questions. Teacher poses problem then helps students solve problem by answering \u201cyes\u201d or \u201cno\u201d to student questions.<\/em>\r\n\r\nStep 1-Select a Problem and Conduct Research\r\nStep 2-Introduce the Process and Present the Problem\r\nStep 3-Gather Data\r\nStep 4-Develop a Theory and Verify\r\nStep 5-Explain the Theory and State the Rules Associated with It\r\nStep 6-Analyze the Process\r\nStep 7-Evaluate\r\n<h3 id=\"toc12\"><a name=\"Information-Processing Models-Problem-Centered Inquiry Models-Problem-based Learning Model\"><\/a>Problem-based Learning Model<\/h3>\r\nStep 1-Explore the Problem\r\nStep 2-Use the Inquiry Chart to Map Learning\r\nStep 3-Share different solutions\r\nStep 4-Take Action\r\n<h2 id=\"toc13\"><a name=\"Information-Processing Models-Conflict Resolution Model\"><\/a>Conflict Resolution Model<\/h2>\r\nStep 1-List All the Facts Pertinent to the Conflict\r\nStep 2-Identify the Reasons for the Actions, the Feelings of the Participants, and the Reasons for Those Feelings\r\nStep 3-Propose Solutions and Review Their Possible Effects\r\nStep 4-Decide on the Best Resolutions and Hypothesize What the Consequences Would Be\r\nStep 5-Discuss Similar Situations\r\nStep 6-Evaluate the Decision and Look for Alternative Solutions\r\nStep 7-Arrive at Generalizations\r\nStep 8-Evaluate\r\n<h2 id=\"toc14\"><a name=\"Information-Processing Models-Eggen and Kauchak's Integrative Model: Generalizing from Data\"><\/a>Eggen and Kauchak\u2019s Integrative Model: Generalizing from Data<\/h2>\r\nStep 1-Describe, Compare, and Search for Patterns\r\nStep 2-Explanation of the Identified Comparisons\r\nStep 3-Hypothesizing Different Outcomes\r\nStep 4-Closure and Application\r\n<h1 id=\"toc15\"><a name=\"Social\/Relational\/Cooperative Learning Models\"><\/a>Social\/Relational\/Cooperative Learning Models<\/h1>\r\n<h2 id=\"toc16\"><a name=\"Social\/Relational\/Cooperative Learning Models-Cooperative Learning Model: The Template\"><\/a>Cooperative Learning Model: The Template<\/h2>\r\n<strong>Planning Steps<\/strong>\r\nDevelop clear instructional goals\r\nConsider and plan the number in and composition of groups\r\nMake certain that the cooperative activity has all of the key elements of cooperative learning\r\n<strong>Implementation Steps<\/strong>\r\nExplanation of task\r\nIdentify the social skills that are critical for the success of the group\r\nMonitor and provide feedback to individual groups as they are working\r\nGroup Summaries\r\nEvaluation\r\nAssess Group Process\r\n<h2 id=\"toc17\"><a name=\"Social\/Relational\/Cooperative Learning Models-The Graffiti Model\"><\/a>The Graffiti Model<\/h2>\r\nStep 1-Prepare the Graffiti Questions and Group Number and Composition\r\nStep 2-Distribute Materials\r\nStep 3-Group Answers Questions\r\nStep 4-Exchange Questions\r\nStep 5-Return to the Original Question, Summarize, and Make Generalizations\r\nStep 6-Share Information\r\nStep 7-Evaluate Group Process\r\n<h2 id=\"toc18\"><a name=\"Social\/Relational\/Cooperative Learning Models-The Jigsaw Model\"><\/a>The Jigsaw Model<\/h2>\r\n<em>Jigsaw I: Cooperative activity. The basic steps include: reading, meeting with expert groups, report back to main team, demonstrate knowledge through a test or report.<\/em>\r\n<em>Jigsaw II: Cooperative activity. Basic steps: Read with group, discuss individual topic with expert groups, report back to team (to teach them what you learned in your expert group), test, team recognition.<\/em>\r\nStep 1-Introduce Jigsaw\r\nStep 2-Assign Heterogeneously Grouped Students to Expert and Learning Groups and Review Behavior Norms\r\nStep 3-Explain Task and Assemble Groups\r\nStep 4-Allow Expert Groups to Process Information\r\nStep 5-Experts Teach in Their Learning Group\r\nStep 6-Individual Accountability\r\nStep 7-Evaluating the Jigsaw Process\r\n<h2 id=\"toc19\"><a name=\"Social\/Relational\/Cooperative Learning Models-Academic Controversy\"><\/a>Academic Controversy<\/h2>\r\nStep 1-Students Prepare Their Positions\r\nStep 2-Students Present and Advocate Their Position\r\nStep 3-Open Discussion and Rebuttals\r\nStep 4-Reverse Positions\r\nStep 5-Synthesize and Integrate the Best Evidence Into a Joint Position\r\nStep 6-Present the Group Synthesis\r\nStep 7-Group Processing\r\n<h2 id=\"toc20\"><a name=\"Social\/Relational\/Cooperative Learning Models-Socratic Seminar Model (under development)\"><\/a>Socratic Seminar Model<\/h2>\r\nStep 1-Prepare a set of questions with no right or wrong answers relevant to the students lives related to the subject matter.\r\nStep 2-Provide a set of guidelines for discussions including how to participate, how to listen, and how to respect different opinions and ideas.\r\nStep 3-Break the class into two groups. Seat one around a group of tables. The second group stands around the seated group to listen and observe and think of additional relevant questions.\r\nStep 4-Assign various questions to various people in the group to discuss your questions.\r\nStep 5-Begin the discussion. As students discuss the questions, model the discussion by hopping in to the conversation.\r\nStep 6-Limit the conversation to allow the other questions to be asked.\r\nStep 7-Recap the main points of the discussion. This can be done as a group or individually.\r\n\r\nSources:\r\nGunter, M. A., Estes, T. H., &amp; Mintz, S. L. (2007).\u00a0<em>Instruction: a models approach<\/em>. Boston, MA: Pearson, A and B.\r\nMaxwell Resources. (n.d.).\u00a0<em>WKU IT ASA<\/em>. Retrieved December 06, 2010, from\u00a0<a class=\"wiki_link_ext\" href=\"http:\/\/people.wku.edu\/marge.maxwell\/Resources.html\" target=\"_blank\" rel=\"nofollow noopener\">http:\/\/people.wku.edu\/marge.maxwell\/Resources.html<\/a>","rendered":"<h1 id=\"toc1\"><em>Behavioral Model<\/em><\/h1>\n<h2 id=\"toc2\"><a name=\"Behavioral Model-Direct Instruction\"><\/a>Direct Instruction<\/h2>\n<p><em>Teacher-centered instruction which includes lecture, presentation, and recitation.<\/em><\/p>\n<p>Step 1-Review Previously Learned Material<br \/>\nStep 2-State Objectives for the Lesson<br \/>\nStep 3-Present New Material<\/p>\n<ul>\n<li>Lectures<\/li>\n<li>Demonstrations<\/li>\n<\/ul>\n<p>Step 4-Guide Practice, Assess Performance, and Provide Corrective Feedback<\/p>\n<ul>\n<li>Questioning<\/li>\n<li>Feedback<\/li>\n<\/ul>\n<p>Step 5-Assign Independent Practice, Assess Performance, and Provide Corrective Feedback<\/p>\n<ul>\n<li>Worksheets<\/li>\n<li>Unitization and Automaticity<\/li>\n<li>Rubrics<\/li>\n<\/ul>\n<p>Step 6-Review Periodically, Offering Corrective Feedback If Necessary<\/p>\n<h1 id=\"toc3\"><a name=\"Information-Processing Models\"><\/a><em>Information-Processing Models<\/em><\/h1>\n<h2 id=\"toc4\"><a name=\"Information-Processing Models-Concept Attainment\"><\/a>Concept Attainment<\/h2>\n<p><em>Inductive model of instruction where student are presented with examples and non-examples of a concept. Students generate hypotheses and attempt to describe (and sometimes name) the concept.<\/em><\/p>\n<p>Step 1-Select and Define a Concept and Select the Attributes<br \/>\nStep 2-Develop Positive and Negative Examples<br \/>\nStep 3-Introduce the Process to the Students<br \/>\nStep 4-Present the Examples and List the Attributes<br \/>\nStep 5-Develop a Concept Definition<br \/>\nStep 6-Give Additional Test Examples<br \/>\nStep 7-Discuss the Process with the Class<br \/>\nStep 8-Evaluate<\/p>\n<h2 id=\"toc5\"><a name=\"Information-Processing Models-Concept Development\"><\/a>Concept Development<\/h2>\n<p><em>Inductive teaching model. Concepts are taught using the sequence: list items, group items, label, regroup, synthesize, and evaluate (can students generate and group on their own?)<\/em><\/p>\n<p>Step 1-List as Many Items as Possible That Are Associated with The Subject<br \/>\nStep 2-Group the Items Because They Are Alike in Some Way<br \/>\nStep 3-Label the Groups by Defining the Reasons for Grouping<br \/>\nStep 4-Regroup or Subsume Individual Items or Whole Groups Under Other Groups<br \/>\nStep 5-Synthesize the Information by Summarizing the Data and Forming Generalizations<br \/>\nStep 6-Evaluate Students\u2019 Progress by Assessing Their Ability to Generate a Wide Variety of Items and to Group Those Items Flexibly<\/p>\n<h2 id=\"toc6\"><a name=\"Information-Processing Models-Vocabulary Acquisition Model\"><\/a>Vocabulary Acquisition Model<\/h2>\n<p>Step 1-Pretest Knowledge of Words Critical to Content<br \/>\nStep 2-Elaborate upon and Discuss Invented Spellings and Hypothesized Meanings<br \/>\nStep 3-Explore Patterns of Meaning<br \/>\nStep 4-Read and Study<\/p>\n<h2 id=\"toc7\"><a name=\"Information-Processing Models-Synectics\"><\/a>Synectics<\/h2>\n<p><em>Metaphors generated by the students are used to help them understand controversial issues or solve problems.<\/em><\/p>\n<p><strong>Version One: Making the Familiar Strange<\/strong><br \/>\nStep 1-Describe the Topic<br \/>\nStep 2-Create Direct Analogies<br \/>\nStep 3-Describe Personal Analogies<br \/>\nStep 4-Identify Compressed Conflicts<br \/>\nStep 5-Create a New Direct Analogy<br \/>\nStep 6-Reexamine the Original Topic<br \/>\nStep 7-Evaluate<\/p>\n<p><strong>Version Two: Making the Strange Familiar<\/strong><br \/>\nStep 1-Provide Information<br \/>\nStep 2-Present the Analogy<br \/>\nStep 3-Use Personal Analogy to Create Compressed Conflicts<br \/>\nStep 4-Compare the Compressed Conflict with the Subject<br \/>\nStep 5-Identify Differences<br \/>\nStep 6-Reexamine the Original Subject<br \/>\nStep 7-Create New Direct Analogies<br \/>\nStep 8-Evaluate<\/p>\n<p><strong>Version Three: The Synectics Excursion<\/strong><br \/>\nStep 1-Present the Problem<br \/>\nStep 2-Provide Expert Information<br \/>\nStep 3-Question Obvious Solutions and Purge<br \/>\nStep 4-Generate Individual Problem Statements<br \/>\nStep 5-Choose One Problem Statement for Focus<br \/>\nStep 6-Question through the Use of Analogies<br \/>\nStep 7-Force Analogies to Fit the Problem<br \/>\nStep 8-Determine a Solution from a New Viewpoint<br \/>\nStep 9-Evaluate<\/p>\n<h2 id=\"toc8\"><a name=\"Information-Processing Models-Cause-Effect\"><\/a>Cause-Effect<\/h2>\n<p>Step 1-Choose the Data or Topic, Action, or Problem to Be Analyzed<br \/>\nStep 2-Ask for Causes and Support for Those Causes<br \/>\nStep 3-Ask for Effects and Support<br \/>\nStep 4-Ask for Prior Causes and Support<br \/>\nStep 5-Ask for Subsequent Effects and Support<br \/>\nStep 6-Ask for Conclusions<br \/>\nStep 7-Ask for Generalizations<\/p>\n<h2 id=\"toc9\"><a name=\"Information-Processing Models-Memorization\"><\/a>Memorization<\/h2>\n<p><em>Actively organizing and working with concepts or terminology to improve incorporating those concepts into memory.<\/em><\/p>\n<h2 id=\"toc10\"><a name=\"Information-Processing Models-Problem-Centered Inquiry Models\"><\/a>Problem-Centered Inquiry Models<\/h2>\n<h3 id=\"toc11\"><a name=\"Information-Processing Models-Problem-Centered Inquiry Models-Suchman Inquiry Model\"><\/a>Suchman Inquiry Model<\/h3>\n<p><em>Like twenty questions. Teacher poses problem then helps students solve problem by answering \u201cyes\u201d or \u201cno\u201d to student questions.<\/em><\/p>\n<p>Step 1-Select a Problem and Conduct Research<br \/>\nStep 2-Introduce the Process and Present the Problem<br \/>\nStep 3-Gather Data<br \/>\nStep 4-Develop a Theory and Verify<br \/>\nStep 5-Explain the Theory and State the Rules Associated with It<br \/>\nStep 6-Analyze the Process<br \/>\nStep 7-Evaluate<\/p>\n<h3 id=\"toc12\"><a name=\"Information-Processing Models-Problem-Centered Inquiry Models-Problem-based Learning Model\"><\/a>Problem-based Learning Model<\/h3>\n<p>Step 1-Explore the Problem<br \/>\nStep 2-Use the Inquiry Chart to Map Learning<br \/>\nStep 3-Share different solutions<br \/>\nStep 4-Take Action<\/p>\n<h2 id=\"toc13\"><a name=\"Information-Processing Models-Conflict Resolution Model\"><\/a>Conflict Resolution Model<\/h2>\n<p>Step 1-List All the Facts Pertinent to the Conflict<br \/>\nStep 2-Identify the Reasons for the Actions, the Feelings of the Participants, and the Reasons for Those Feelings<br \/>\nStep 3-Propose Solutions and Review Their Possible Effects<br \/>\nStep 4-Decide on the Best Resolutions and Hypothesize What the Consequences Would Be<br \/>\nStep 5-Discuss Similar Situations<br \/>\nStep 6-Evaluate the Decision and Look for Alternative Solutions<br \/>\nStep 7-Arrive at Generalizations<br \/>\nStep 8-Evaluate<\/p>\n<h2 id=\"toc14\"><a name=\"Information-Processing Models-Eggen and Kauchak's Integrative Model: Generalizing from Data\"><\/a>Eggen and Kauchak\u2019s Integrative Model: Generalizing from Data<\/h2>\n<p>Step 1-Describe, Compare, and Search for Patterns<br \/>\nStep 2-Explanation of the Identified Comparisons<br \/>\nStep 3-Hypothesizing Different Outcomes<br \/>\nStep 4-Closure and Application<\/p>\n<h1 id=\"toc15\"><a name=\"Social\/Relational\/Cooperative Learning Models\"><\/a>Social\/Relational\/Cooperative Learning Models<\/h1>\n<h2 id=\"toc16\"><a name=\"Social\/Relational\/Cooperative Learning Models-Cooperative Learning Model: The Template\"><\/a>Cooperative Learning Model: The Template<\/h2>\n<p><strong>Planning Steps<\/strong><br \/>\nDevelop clear instructional goals<br \/>\nConsider and plan the number in and composition of groups<br \/>\nMake certain that the cooperative activity has all of the key elements of cooperative learning<br \/>\n<strong>Implementation Steps<\/strong><br \/>\nExplanation of task<br \/>\nIdentify the social skills that are critical for the success of the group<br \/>\nMonitor and provide feedback to individual groups as they are working<br \/>\nGroup Summaries<br \/>\nEvaluation<br \/>\nAssess Group Process<\/p>\n<h2 id=\"toc17\"><a name=\"Social\/Relational\/Cooperative Learning Models-The Graffiti Model\"><\/a>The Graffiti Model<\/h2>\n<p>Step 1-Prepare the Graffiti Questions and Group Number and Composition<br \/>\nStep 2-Distribute Materials<br \/>\nStep 3-Group Answers Questions<br \/>\nStep 4-Exchange Questions<br \/>\nStep 5-Return to the Original Question, Summarize, and Make Generalizations<br \/>\nStep 6-Share Information<br \/>\nStep 7-Evaluate Group Process<\/p>\n<h2 id=\"toc18\"><a name=\"Social\/Relational\/Cooperative Learning Models-The Jigsaw Model\"><\/a>The Jigsaw Model<\/h2>\n<p><em>Jigsaw I: Cooperative activity. The basic steps include: reading, meeting with expert groups, report back to main team, demonstrate knowledge through a test or report.<\/em><br \/>\n<em>Jigsaw II: Cooperative activity. Basic steps: Read with group, discuss individual topic with expert groups, report back to team (to teach them what you learned in your expert group), test, team recognition.<\/em><br \/>\nStep 1-Introduce Jigsaw<br \/>\nStep 2-Assign Heterogeneously Grouped Students to Expert and Learning Groups and Review Behavior Norms<br \/>\nStep 3-Explain Task and Assemble Groups<br \/>\nStep 4-Allow Expert Groups to Process Information<br \/>\nStep 5-Experts Teach in Their Learning Group<br \/>\nStep 6-Individual Accountability<br \/>\nStep 7-Evaluating the Jigsaw Process<\/p>\n<h2 id=\"toc19\"><a name=\"Social\/Relational\/Cooperative Learning Models-Academic Controversy\"><\/a>Academic Controversy<\/h2>\n<p>Step 1-Students Prepare Their Positions<br \/>\nStep 2-Students Present and Advocate Their Position<br \/>\nStep 3-Open Discussion and Rebuttals<br \/>\nStep 4-Reverse Positions<br \/>\nStep 5-Synthesize and Integrate the Best Evidence Into a Joint Position<br \/>\nStep 6-Present the Group Synthesis<br \/>\nStep 7-Group Processing<\/p>\n<h2 id=\"toc20\"><a name=\"Social\/Relational\/Cooperative Learning Models-Socratic Seminar Model (under development)\"><\/a>Socratic Seminar Model<\/h2>\n<p>Step 1-Prepare a set of questions with no right or wrong answers relevant to the students lives related to the subject matter.<br \/>\nStep 2-Provide a set of guidelines for discussions including how to participate, how to listen, and how to respect different opinions and ideas.<br \/>\nStep 3-Break the class into two groups. Seat one around a group of tables. The second group stands around the seated group to listen and observe and think of additional relevant questions.<br \/>\nStep 4-Assign various questions to various people in the group to discuss your questions.<br \/>\nStep 5-Begin the discussion. As students discuss the questions, model the discussion by hopping in to the conversation.<br \/>\nStep 6-Limit the conversation to allow the other questions to be asked.<br \/>\nStep 7-Recap the main points of the discussion. This can be done as a group or individually.<\/p>\n<p>Sources:<br \/>\nGunter, M. A., Estes, T. H., &amp; Mintz, S. L. (2007).\u00a0<em>Instruction: a models approach<\/em>. Boston, MA: Pearson, A and B.<br \/>\nMaxwell Resources. (n.d.).\u00a0<em>WKU IT ASA<\/em>. Retrieved December 06, 2010, from\u00a0<a class=\"wiki_link_ext\" href=\"http:\/\/people.wku.edu\/marge.maxwell\/Resources.html\" target=\"_blank\" rel=\"nofollow noopener\">http:\/\/people.wku.edu\/marge.maxwell\/Resources.html<\/a><\/p>\n","protected":false},"author":160900,"menu_order":13,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1147","chapter","type-chapter","status-publish","hentry"],"part":906,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/pressbooks\/v2\/chapters\/1147","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/wp\/v2\/users\/160900"}],"version-history":[{"count":3,"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/pressbooks\/v2\/chapters\/1147\/revisions"}],"predecessor-version":[{"id":1150,"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/pressbooks\/v2\/chapters\/1147\/revisions\/1150"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/pressbooks\/v2\/parts\/906"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/pressbooks\/v2\/chapters\/1147\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/wp\/v2\/media?parent=1147"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/pressbooks\/v2\/chapter-type?post=1147"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/wp\/v2\/contributor?post=1147"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/olemiss-education\/wp-json\/wp\/v2\/license?post=1147"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}