STRATEGY FOCUS
Brief Response to Challenge
PURPOSE
The Brief Response to Challenge strategy gives students the opportunity to share problems or dilemmas and to help each other problem-solve. Students practice their listening skills by paraphrasing back to the presenter. Students also practice creating and asking good questions as they help each other in solving the challenge.
PROCESS
- Direct students to identify a challenge they are having – a problem or unanswered question about the content and assign them to groups of 3 or 4. Select one person to present their challenge or questions to the group.
- Explain that each student, one at a time, will take a turn at helping the presenter think through the problem by paraphrasing and then posing clarifying and probing questions.
- Allow the presenter a chance to summarize what they heard and respond to questions before the next student begins paraphrasing and questioning.
- Repeat the process with each student until all have gotten the opportunity to share their challenge/problem.
- Share out any unsolved problems or unanswered questions with the whole group for the benefit of collective problem-solving.
- Debrief the process.
PROBING QUESTIONS
CONSIDERATIONS
- What was the most difficult part of this experience?
- What does this question make you think about?
- What different perspective might you be able to take?
- Use a timer (5-7 minutes) per round of presenting and then paraphrasing and questioning. This helps students to stay focused on the challenge being presented and allows time for all to participate.
- Create a list of question starters for students to use until they can create questions on their own.
- Discuss that the goal is to paraphrase and question in order to help the presenter determine their own answers. The goal is not to provide examples of previous experiences or solutions.
- Give students opportunities to practice paraphrasing before using this strategy.
- Using classroom Norms will help students be successful as they work collaboratively through this process.
SCAFFOLDS
General Scaffolds
- Use the Gradual Release model (I do/you watch, I do/you help, you do/I help, you do/I watch to provide scaffolding for students.
- Create a list of question starters for students to use until they can create questions on their own.
- Model an example of what a verbal response might look/sound like prior to asking students to engage in strategy.
- Give students opportunities to practice paraphrasing before using this strategy.
- Provide additional wait time for students to process, think, write, read.
- Provide sentence stems and frames to help students engage in Academic Dialogue with their peers. Examples:
- What if…
- I think I heard you say…
- What does ___ make you think of?
- I agree/disagree with you because…
- Others may say that, but one could argue…
- What if…
Scaffolds for Multilingual Learners
Entering/Emerging:
- Provide visual support (e.g., posters, photographs) for students to name and briefly describe objects, people, or places
- Provide sentence stems and frames for stating main ideas and/or restating details of content-related topics, as well as connecting ideas to one’s experiences (in home language and English).
- Provide time for students to think and create an oral response (in home language and English)
- Model appropriate nonverbal behaviors to show engagement and listening
Developing/Expanding:
- Provide examples of transitions to help students connect ideas
- Model examples of paraphrases and summaries that are presented orally
- Provide sentence stems and frames for questions
- Provide frequent opportunities for students to participate in both structured and less structured dialogue
- Provide examples of clarifying questions that students might ask
- Model how to generate new questions to maintain conversations
Bridging/Reaching:
- Model how to categorize details of main ideas
- Model how to sequence a series of events
- Provide graphic organizers
CONTENT APPLICATIONS
SCIENCE
Students share questions they have about a solution they are designing to address a problem or a model they are developing to explain a phenomenon.
ENGLISH
LANGUAGE ARTS
Students present a dilemma from the perspective of a character in a book they are reading.
SOCIAL STUDIES
Students present a current school-based dilemma related to institutions and groups.
World Languages
During a unit about school and classes, students share a problem they are having in a particular class. Since students will be following the protocol in the target language, the depth of ideas will depend on the class’s level in the language.
MATHEMATICS
Students create and share mini lessons on how to solve math problems and receive feedback from their peers before presenting to class.
CAREER & TECHNICAL EDUCATION
Students present the challenges they are having in building a storage unit according to specifications and attempt to help each other find solutions.
HEALTH & PHYSICAL EDUCATION
Students share problems or dilemmas they have with physical exercise or healthy eating habits and receive feedback from their peers.
VISUAL & PERFORMING ARTS
Students writing one-act plays discuss challenges they have with developing the central character or plot.
Sources