8. PIGGYBACKING (Discussion)
Description: This protocol scaffolds students toward a deeper understanding of the content, as well as provides opportunities to build verbal skills.
Application: This technique occurs when students must expand, elaborate on, and extend an idea or must clarify an initial idea.
Process: Introduce the topic and instruct students that they must “jump-in” to the conversation. Remind them after information is delivered, all students must contribute to the conversation. Guide and encourage students to piggyback by modeling “jump-in” language: “I hear what you are saying, but . . .” “_____ has a point when he said ...” I like (didn’t like) what _____ said because . . .” “Can I add something to what ____ said?”
Description: This protocol scaffolds students toward a deeper understanding of the content, as well as provides opportunities to build verbal skills.
Application: This technique occurs when students must expand, elaborate on, and extend an idea or must clarify an initial idea.
Process: Introduce the topic and instruct students that they must “jump-in” to the conversation. Remind them after information is delivered, all students must contribute to the conversation. Guide and encourage students to piggyback by modeling “jump-in” language: “I hear what you are saying, but . . .” “_____ has a point when he said ...” I like (didn’t like) what _____ said because . . .” “Can I add something to what ____ said?”
References and/or for more information:
8. Piggybacking
https://www.highbeam.com/doc/1P3-1416157801.html
www.learningcentered.org/category/teaching-strategy-of-the-day/page/21/
8. Piggybacking
https://www.highbeam.com/doc/1P3-1416157801.html
www.learningcentered.org/category/teaching-strategy-of-the-day/page/21/