1. Set the stage before breaking into groups

If the teacher can’t be present in each group, the “invisible scaffolding” has to be built ahead of time.

Clarify the purpose: Make sure students know why they’re talking — what question or problem they’re exploring and how it connects to their learning. Tip: Use geology vocabulary as you talk — sediment, strata, fault, weathering, igneous, metamorphic, deposition, etc.

Here is an example:

Our goal today: Explore and understand today’s geology focus topic/area by asking questions, making observations, and connecting evidence to ideas.
We will: Investigate and share observations. Discuss possible explanations. Report our main findings and open questions.

• Give a clear end goal: It could be a summary, a visual map, a short presentation, or a “top three insights” list.
• Provide conversation prompts: Write down 3–5 open-ended questions or “what if” scenarios to spark exploration.

2. Assign roles in each group

This prevents discussions from stalling or going off track. Roles can rotate each session:

• Facilitator – keeps conversation moving, makes sure all voices are heard.
• Recorder – writes down key ideas, evidence, and questions.
• Evidence Collector – notes specific observations, samples, or diagrams to support discussion.
• Questioner – challenges the group to go deeper (“What could explain this?”, “Is there another possibility?”).
• Summariser – prepares the group’s final 1–2 minute share-out.

3. Train students in “good discussion moves”

Spend a few minutes teaching and modelling:

• How to build on someone’s idea (“I’d like to add to that…”)
• How to respectfully challenge (“I see it differently because…”)
• How to invite quieter voices (“What do you think about this?”)
• How to ask probing questions (“What evidence do we have?”)

4. Discussion Prompts

(Choose 2–3 to start, or create your own)

• What do we notice about the rocks, layers, and formations?
• How might these features have formed?
• What events or processes could explain this landscape?
• What evidence here supports our ideas?
• Are there signs of change over time?
• What questions do we still have?

5. Exploration Cycle

1. Observe – Spend 2–3 mins looking closely (in silence).
2. Share – Each person says one observation or idea.
3. Discuss – Ask and answer questions, compare ideas.
4. Connect – Link observations to geological processes (e.g. erosion, sedimentation, volcanism, tectonics).
5. Summarise – Record your key findings + 1–2 big questions.

6. Make accountability visible

When students know they’ll share their group’s work:

• Ask for a short poster, diagram, or slide summarising findings.
• Have each group present a different aspect so they listen to each other.
• Use “gallery walks” where groups leave their notes out for others to review.

7. Provide light-touch teacher check-ins

Even if you can’t lead each group:

• Float between groups to listen briefly, not to control.
• Drop a “seed question” if a group is stuck.
• Compliment effective group behaviour so others overhear.