Discussion Inventory
          For an early class you facilitate, then for full class 
           discussions facilitated by students:
            Tell students you reserve 5-10 minutes at the end of the 
             discussion to offer your thoughts
            During the discussion, use paper or computer to record
              clear errors of fact or understanding,  
              perspectives that are ignored, 
              oppositional views that are smothered.
          To wrap the discussion share feedback from your 
           notes for 5-10 minutes, then ask students write out 
           ideas for righting such discussions, or let trio groups 
           have time for a “last word” brainstorming.
                    Hatful of Quotes
          Print 5-6 provocative quotes from assigned reading (use pre-perforated 3x5 
           card stock single sheets of paper you can cut into fours; the idea is to have 
           several copies of a few select quotations)
          Put these in a hat from which participants randomly choose a single card (if 
           you’ve placed a color coded marking on the cards, you have a way to 
           organized students by groups)
          Participants take turns (at their choosing) to respond to these quotes 
           and/or earlier comments and quotes – via shared word document, triad 
           discussions, whole class conversation.
          “Scribe” roles can be assigned in any of these forums so that key points, 
           new questions, emerging understandings can be noted by students as well 
           as teacher across the discussion.  Ideas might be captured via a shared 
           Google doc or photographing whiteboard notes for later posting to 
           Moodle.
          Note:  some colleagues have put problems to be solved into the hat.
                Quotes to Affirm & 
                              Challenge
          Each participant brings in a quote from assigned reading she wishes 
           to affirm, and one she wishes to challenge.
            Quotes to affirm - resonate with experience, explain difficult concepts 
             clearly, add significant new information, are cogently expressed, are 
             rhetorically powerful 
            Quotes to challenge - immoral/unethical, poorly expressed, factually 
             wrong, contradict experience
          Quotes are shared in small groups & each group chooses ONE to 
           affirm & ONE to challenge. This can be done in silence with 
           “discussion” via a shared sheet of paper or word document.
          In large group conversation the small group communicates (1) 
           rationales for each of these choices, (2) connections among ideas, 
           (3) perspectives that are privileged as well as silenced.
         Nominating Questions
      Small groups come up with 1-2 questions they want to 
       discuss further
      Groups post questions on large Post-Its or on segments 
       of white board or in a shared document
      Students individually put a check against 2 questions they 
       would like to discuss more
      Whole class discussion is structured around questions 
       with most votes.  Discussion can start in triads or quartets 
       and snowball to larger numbers.
      Once questions are selected, offer a 2-3 minute period for 
       generative writing – individuals, or trios with a single 
       sheet of paper, or phrases under the question selected & 
       transcribed to whiteboard.
     Newsprint Dialogue / World 
                                                                        Cafe
             1.  In small groups students collaborate to articulates 
                 responses to discussion prompt / problem-solving 
                 scenario on newsprint sheets – using words, drawings, 
                 diagrams in combination.
             2.  Blank sheets are added beside what each group has 
                 generated (or a second column added on white board or 
                 in a word document)
             3.  Individual participants with markers – and a new prompt 
                 from the facilitator – move around the room to further 
                 annotate the postings: adding questions, reactions, 
                 agreements, extensions of ideas.
             4.  Groups reassemble at their postings to see what others 
                 have written, and then…