Page 124 - @ccess 3 Teacher´s Book

Activity 28
• Make sure students understand
that even informal discussions
are somewhat structured events
(Introduction-Initial-Exposition-
Discussion-Conclusions)

• It is important to foster an
environment of respect in order
to hold a successful discussion.
Activity 29

• Respectful discussions on
important issues help tackle
intolerance and hatred. This
should be one of the main
attitudinal learning outcomes at
the end of this practice.
• Check the students’ answers
and, if necessary, offer options
to improve them. For example:
recognize what the problem
is (does not use accurate
definitions, cannot provide
a conclusion that accurately
identifies the main points, etc.);
offer solutions (model strategies
such as: look up words in the
dictionary, sum up the main
ideas stated beforehand, etc.);
implement them.

Activity 30

• Peer assessment can be organized as a written task (instead of just asking the students to fill in the
spaces), which will allow you to receive a short commentary that can be stored and retrieved later for
establishing further learning goals.
• Another way peers can assess each other is to record a short oral message, which could be listened to at
a later date.
Activity 31
• Remind your students to do a global assessment of the learning evidence that preceded the elaboration of
the product.
• Time permitting, you may always add products up to the end of the practice (for example, in this case, you
may record the audio of the discussion and give it to the school library).
Activity 32

• Let your students know that the spaces provided for teammates is just an editorial consideration. If there
are more team members than there are spaces, they can use their notebook and they don’t have the fill in
the entire chart if their team has fewer members.
• If this is the last practice of the school year, set aside some time to give general feedback to each student
so they can build upon their strengths in the year to come.

Teacher’s Book / Practice 7 123