Beruflich Dokumente
Kultur Dokumente
THESIS
By
SEPTEMBER 2017/2018
References
Jack C. Richards (2008) Teaching Listening and Speaking From Theory to Practice.
Cambridge: Cambridge University Press
Kagan:
http://www.kaganonline.com/free_articles/dr_spencer_kagan/281/Kagan-Structures-A-
Miracle-of-Active-Engagement,3
Talking Chips
Content Area: Reading
Grade Level: Primary, 1st
Title: Share Time Discussion
Strategy Description:
Each student receives one talking chip. The chips can be any kind of game token, or a pen,
pencil, eraser, slip of paper, or any other tangible item. The students are given an open-
ended discussion topic. In order to speak, a teammate must place his or her chip in the center
of the team table. It is his or her turn to speak. Teammates cannot interrupt and must practice
respectful listening. When he or she is finished, another student places his or her chip in the
center of the team table and is free to add to the discussion. When a student uses his or her
talking chip, he or she cannot speak until all teammates have added to the discussion and
placed their chip in the center of the table. When everyone has had a chance to speak, each
student collects her or his chips and continues with the discussion, using talking chips or
start again with a new topic. Talking Chips regulates discussion, ensuring that everyone
participates and everyone contributes. Shy students, low achievers, and less-fluent students
are encouraged by the social norms of the structure to fully participate and develop their
language skills, too.
Purpose:
This activity encourages every student to be accountable for participating in discussion. In
addition, it develops respectful speaking and listening skills.
Differentiation Strategy:
This strategy will be taught at the beginning of the school year to encourage students to
participate in engaging, meaningful, and respectful classroom discussion. An important
standard in first grade is the development of speaking and listening skills. By using Talking
Chips, I believe this goal can be achieved. Each day, I confer with at least five students. After
speaking with these students, I will allow them pick a 1-3 talking chips to express their
thinking for that day. A student who is below level would receive one chip, a student on level
would select two chips, and an advanced student would pick three chips to express their
learning and understanding.
The chips that students select Talking Chips 2 through conferring conversations with
me will be one color. I will hand out additional chips (another color) that have stems that
encourage students to follow up to the thoughts of their peers. For example, I like what
[name] said about the setting. I agree...