Answer to Question 1
Learn to use talk for different purposes; respond to literature, writing, projects, and learning; promotes thinking. Characteristics - group, purpose, strategy use, student roles, ownership, teacher's role
Answer to Question 2
Grand - literature focus units and literature circles; picture book or novel; write in reading log prior to conversation; talk focuses on personal response; write in reading logs after conversation; open-ended; use aesthetic talk (social language). Instructional - thematic units; informational book or content-area book; complete graphic organizer prior to conversation; talk focuses on big ideas from thematic learning; record big ideas in learning logs after conversation; use efferent talk (academic language). Both - teacher as facilitator; use small group conversations before whole group conversations; students have opportunity to express ideas in writing before sharing. Scenarios will vary by student
Breakdown of pyruvate and the attachment of an acetyl group to CoA
Barbara Kruger, Untitled (We won't play nature to your culture).
Vitamins Absorbing in the small intestine
Role of Factors of Production in Determining Growth, 1975–2009
Nursing: A Concept-Based Approach to Learning, Volume II, 3rd Edition
Structure of the small intestine.