Bounce Cards

1. Select a student to practice modeling a conversation with you for the class to observe. Practice with that student before modeling to the class. 

2. Model the “wrong way” to hold a conversation. For example, demonstrate a conversation that ends quickly once both parties have shared their response, with no back-and-forth dialogue between the two parties. Discuss the importance of conversational skills that allow ideas to bounce from one person to the next. 

3. Discuss the following three approaches to responding to peers’ comments:  

• Bounce: Take what your classmate said and bounce an idea off it (or extend the idea. For example, you can start your sentences with: 
  • “That reminds me of…” 
  • “I agree, because…”
  • “True. Another example is when…” 
  • “That’s a great point…” 
    
    
• Sum it up: Rephrase what was just said in a shorter version. For example, you can start your sentences with: 
  • “I hear you saying that…” 
  • “So, if I understand you correctly…” 
  • “I like how you said…” 
    
    
• Ask a question: Understand what your classmates mean by asking them questions. For example, you can start your sentences with: 
  • “Can you tell me more about that?” 
  • “I’m not sure I understand…” 
  • “I see your point, but what about…?” 
  • “Have you thought about…”

     

4. Model a conversation using the Bounce Card Sentence Starters. 

5. Allow the students to practice using prepare topics or prompts. 

Ask all students to try the Bounce Cards at the same time, so that no one group of students is embarrassed about trying it out. Let students know that conversations won’t sound natural at first, but the goal is to get so comfortable bouncing ideas off each other that they will be able to do so without any prompts. Create a large poster of the Bounce Card so that all students can refer to the chart without needing to take out their Bounce Cards.