STEM Concepts

2. ​ Students are then directed to jot down 2-3 breakfast ideas and explain why they would be healthy and realistic. 3. ​ The teacher then prompts the students to pair up with one other student to compare ideas. 4. ​ Partners discuss: a. ​ Which breakfast options include multiple food groups? b. ​ Which ideas are easiest to prepare before school? c. ​ How could they improve one another’s meals? 5. ​ The teacher then leads a “share” out from each group to answer what they feel is the best breakfast idea. 6. ​ The teacher could also extend the discussion to include: a. ​ Cost considerations b. ​ Preparation time c. ​ Ways to make the meal more nutritious

Continue “share” so A and B engage in an extended discussion on the topic Why: ●​ It allows the necessary think time to organize what they want to share with their partner. ●​ This conversation structure is extremely helpful for English Learners (ELs). The teacher must allow for think time and does not simply pose a question and then quickly tell students to “turn and talk.” ●​ A variation on this structure is think, write, pair, share. The writing allows students to try out the language and their idea prior to sharing it with their partner. It also allows time to filter through the initial ideas and get to one that is more developed.