26. MAXIMIZING A MAXIM (Writing, Discussion, Collaboration)
Description: Maxims, quotations, or clichés provide focused points of reflection and discussion.
Application: Use this protocol to encourage students to make and defend choices centered on a particular topic.
Process: Have an engaging topic in mind before starting this protocol. Hand out a quote sheet, approximately eight to twelve quotes, centered on a particular theme. (See addendum below for inspiration.) Ask students to read all quotations, select one, and respond to it in writing on one side of a 3 ½ X 5 index card. (Use of the small index card forces student to be concise.) Allow three to five minutes for students to respond. When time is called, direct students to find a partner and each read his quote and the written response. Tell the pair to choose the response that better exemplifies the focused term. Once that has been determined, instruct the students with the selected response to come to the front of the room and share their response with the entire group. If the class has many students, go through the selection process more than once. (This protocol can easily be adapted to a history or English class by using character or primary source quotes.)
Alison Thetford, CCECHS
Description: Maxims, quotations, or clichés provide focused points of reflection and discussion.
Application: Use this protocol to encourage students to make and defend choices centered on a particular topic.
Process: Have an engaging topic in mind before starting this protocol. Hand out a quote sheet, approximately eight to twelve quotes, centered on a particular theme. (See addendum below for inspiration.) Ask students to read all quotations, select one, and respond to it in writing on one side of a 3 ½ X 5 index card. (Use of the small index card forces student to be concise.) Allow three to five minutes for students to respond. When time is called, direct students to find a partner and each read his quote and the written response. Tell the pair to choose the response that better exemplifies the focused term. Once that has been determined, instruct the students with the selected response to come to the front of the room and share their response with the entire group. If the class has many students, go through the selection process more than once. (This protocol can easily be adapted to a history or English class by using character or primary source quotes.)
Alison Thetford, CCECHS
Reference and/or for more information:
26. Maximizing a Maxim
Thetford, A. (2014). Maximizing a Maxim. Cross Creek Early College High
26. Maximizing a Maxim
Thetford, A. (2014). Maximizing a Maxim. Cross Creek Early College High