This strategy may be used prior to instruction or during the concept development stage when formally introduced concepts may need reinforcement. The teacher can get a quick visual sense of students’ understanding according to which part of the circle they are in. As the teacher circulates and listens to students’ arguments, information about students’ thinking is revealed that can be used to design further learning experiences or revisit prior experiences aimed at developing conceptual understanding. Giving students an opportunity to change their positions after dialogue indicates the extent to which the small group dialogue may have changes some students’ initial thinking.
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