My Inquiry question for my Year 3 class this year is "How effectively can I use structured peer discourse prompts to decrease my talk time and increase independent student-led evidence hunting?"
I want to see how the following strategies can make a significant change to the independence of the students when talking about the text they are reading.
- Text-Feature Scavenger Hunt: Teaches structural comprehension and builds oral predictions without reading line-by-line.
- The "Pass the Prompt" Ball: Breaks the ping-pong dynamic of Teacher - Student - Teacher, creating a Student - Student chain.
- Student chain: Instantly doubles Student Talk Time (STT) and removes the teacher as the focal point.
