Identity9
  • Overview

  •  

    Interacting like a reflective leader is the ultimate way for students to show that they have integrated the thinking strategies into their tool kits. Whether reacting to mentor text or student work, when students "continue the conversation" started by the work, their responses display their ability to make connections and ask great questions. To add more depth, try asking students to think about the text through the eyes of different reflective leaders.

  • CCSS Alignment (Interact like an Engineer)

    SL 8.1- 8.4, SL. 8.6
Resources

 

"Secret" Discussion Roles

 

Questions

 

Who am I?

How should power be distributed?

How does perception differ from reality?

How do I get to where I want to go?

Conflicts

Leader vs Follower; Short vs Long Term Goals; Mind vs Body; Perception vs Reality; Normal vs Abnormal

Roles

Philosophers; Politicians; Psychologist; Business Leaders; Teachers; Lawyers; Activists; Coaches; Military Leaders


 

 Objectives - Student will:

 

1. Respond: Restate key information in post/feedback

2. Respond: Using both positive/constructive feedback  

3. Respond: Play the role selected

4. Respond: Encouraging new ideas

5. Respond: Pointing out themes in the conversation 

6. Ask: For examples & provide their own

7. Ask: Clarifying questions

8. Ask: How ideas connect

9. Ask: About contradictions in piece/position

10. Ask: About assumptions/purpose/goals

11. Ask: About the impacts of the position

12. Ask: About missing points of view /info

13. Ask: About the validity of the evidence

14. Discuss: Connections to universal themes

15. Discuss: Counter arguments

16. Discuss: Diverse perspectives about the text/idea

17. Discuss: Underlining theories/models

18. Discuss: Underlining influences/assumptions

19. Discuss: Compare/contrast position to others

20. Discuss: The purpose & targeted audience

21. Discuss: How the idea scales up/down

22. Discuss: Avoiding fallacies/over simplifying

23. Discuss: (Un)/expected outcomes

24. Discuss: A different direction the idea could take

<