#1 of 6 HTH Structures
Teachers at HTH facilitate structured conversations in their classrooms through such formats as Socratic Seminars, policy debates, literature circles, trials, and simulations. They also encourage active participation by creating norms for being a good audience when a student is sharing his or her work.
Jill Dalinkus (10th Grade Humanities) uses a Think-Pair-Share to help her students access prior knowledge and generate ideas about a challenging new topic.
Kay Flewelling (9th grade Humanities) uses participation cards to encourage students to share their written work.
Sharing Circle of Power
Charlotte Kaufman (9th grade Humanities) leads a sharing circle of power in which students read their writing aloud and get immediate oral feedback from peers.
Jesse Wade Robinson (11th Grade Biology) explains the jigsaw activity her students will use to learn different aspects of respiration or photosynthesis in preparation for teaching these concepts to other students.
Students of Valerie Root (11th Grade Environmental Science) take on expert roles and create lessons that they share in jigsaw groups.
For their weekly debate on a controversial issue, Peter Jana (10th Grade Humanities) appoints a student moderator who asks probing questions, grounds the discussion in specific texts, broadens the scope of the debate, and ensures that all students follow the protocol.
Kay Flewelling (9th grade Humanities) sets up a clear structure for conducting class debates.
Students of Skye Walden and Peter Jana (10th Grade Humanities) participate in a structured simulation of a U.S. Senate hearing on American foreign policy regarding nuclear weapons.
Kristin Komatsubara (6th Grade Math/Science) sets clear expectations for group members working together to solve a challenging math problem.
During their literature circle discussions, Peter Jana’s 10th Grade Humanities students take on different roles, including discussion director, summarizer, illuminator, and historian.
Asal Mirzahossein (10th Grade Humanities) prepares her students to run their own book group discussions by reviewing the techniques they can use to keep the discussions moving.
World Cafe: Poetry
Azul Terronez’s 7th Grade Humanities students participate in a World Cafe that engages them in discussion about different poems.
Intro to Debate
Kay Flewelling (9th Grade Humanities): An introduction to debate, affirmative and negative cases
Socratic Seminar Feedback Form
Kay Flewelling (9th Grade Humanities): Outer circle feedback form for a Socratic Seminar
World Cafe Quotations
Kay Flewelling (9th Grade Humanities): Quotations from a World Cafe about food-related issues
Asal Mirzahossein (10th Grade Humanities): A graphic organizer to help discussion partners engage in dialogue about key questions surrounding a text
Asal Mirzahossein (10th Grade Humanities): Graphic organizer to help students generate interpretive and evaluative questions for their weekly discussions about a text
Literature Circle Roles
Asal Mirzahossein (10th Grade Humanities): A handout explaining group member roles for a literature circle
Literature Circle Note-taking Sheet
Asal Mirzahossein (10th Grade Humanities): Note-taking sheet for literature circle members to keep track of inquiries, comments, and speaker contributions
Intro to Book Groups
Asal Mirzahossein (10th Grade Humanities): Handout explaining how book groups will operate and outlining instructions for dialectical journals
Skye Walden and Peter Jana (10th Grade Humanities): Protocol for a simulation of a Senate hearing
Argument Class: Three-Day Cycle
Peter Jana and Skye Walden (10th Grade Humanities): Outline for an argument cycle that includes presentations, class debate, reading, and writing