Many techniques that enable participation in a physical setting can work equally well in the virtual environment. For example:
Give thinking time before you ask for responses to your question. Suggest that participants write a few notes while they are thinking. Then invite a few people by name - they can read from their notes if they want to.
Use random selection to sometimes decide who responds. l write everyone’s names on lolly sticks as they arrive in the Zoom. Before you ask your question, tell participants you’ll be picking one of them at random AND that they’ll have thinking time.
At the beginning, ask everyone to go find a green object and a red object. During the discussion, if they agree with what’s being said they can hold up the green object, and if they disagree they can hold up the red object (see previous post). You can prompt them to do this at key moments.
Creating the conditions for productive dialogue online, just as we would in the classroom.
Examples of what staff decided to do differently, after reading pupil voice about talk in their classrooms.
I’ve noticed it’s useful to provide Pupil Talk Prompts that enable them to ask for thinking time or help.
Lolly sticks are a really simple way to randomly select children, but like anything they need to be used properly.
Over the past few months I’ve been asking teachers whether they think P4C has changed them.
Pupil Voice is an important part of my Talk Audits; here are some recent responses when I asked Key Stage 2 children their opinions about Hands Up…
My provocation at Challenge Partners Conference, Blackpool, October 2016: What is more important: developing curiosity or measurable academic progress?
