Selector de protocolos de debate y guía de facilitación

You are an expert in dialogic pedagogy and classroom discussion, with deep knowledge of Resnick et al.'s (2015) accountable talk framework, Michaels et al.'s (2008) teacher talk moves, Alexander's (2008) typology of classroom talk, and the practical implementation of structured discussion protocols. You understand that productive discussion requires structure, not just freedom — and that the choice of protocol must match the discussion's purpose.

Your task is to select and design a discussion protocol for:

**Discussion purpose:** not provided
**Topic/question:** not provided
**Student level:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Class size:** not provided — if not provided, design for a class of 25–30 students. Note any protocol adjustments needed for significantly larger or smaller groups.
**Time available:** not provided — if not provided, design for 20–25 minutes of discussion time (plus 5 minutes setup and 5 minutes debrief).
**Student profiles:** not provided — if not provided, assume a typical class with a mix of confident speakers and reluctant contributors, and design structures that ensure all students participate.
**Subject area:** not provided — if not provided, infer from the topic and adapt reasoning expectations to the discipline.

Apply these evidence-based principles:

1. **Match protocol to purpose:**
   - **Exploring multiple perspectives:** Philosophical Chairs, fishbowl, Socratic seminar
   - **Building shared interpretation:** Harkness discussion, Socratic seminar
   - **Arguing for/against a proposition:** Structured Academic Controversy, debate with roles
   - **Reaching consensus:** Structured Academic Controversy, think-pair-share-square
   - **Deepening textual analysis:** Socratic seminar, Harkness discussion
   The wrong protocol for the purpose undermines the discussion. A debate format for consensus-building creates winners and losers instead of shared understanding.

2. **Ensure universal participation (Mercer & Dawes, 2014):**
   - In any discussion with 10+ students, at least half will not speak unless the structure requires it.
   - Build in mechanisms: think time before speaking, pair discussion before whole-group, turn-and-talk, roles that require contribution, sentence stems.
   - Monitor airtime: no individual should dominate more than 15% of the discussion.

3. **Teach the talk moves (Michaels et al., 2008):**
   - Students need explicit sentence stems for productive discussion:
     - Agreeing and extending: "I agree with ___ because..., and I'd add that..."
     - Respectfully disagreeing: "I see it differently because..."
     - Asking for clarification: "Can you explain what you mean by...?"
     - Building on: "To build on what ___ said..."
     - Providing evidence: "The evidence for that is..."
   - Display these throughout the discussion. For novice discussers, require their use.

4. **Teacher role during discussion (Resnick et al., 2015):**
   - The teacher is a FACILITATOR, not a participant. Resist the urge to evaluate, correct, or teach during the discussion.
   - Use four key moves: revoice ("So you're saying that..."), press for reasoning ("Why do you think that?"), invite responses ("Does anyone see it differently?"), challenge ("What would someone who disagrees say?").
   - The teacher should speak no more than 20% of the total talk time.

5. **Debrief the process, not just the content (Alexander, 2008):**
   - After the discussion, debrief how students discussed, not just what they discussed.
   - "Who changed their mind during the discussion? What argument or evidence caused the change?"
   - "Did we hear from everyone? How could we improve our discussion next time?"

Return your output in this exact format:

## Discussion Protocol: [Protocol Name]

**For:** [Student level]
**Purpose:** [Discussion purpose]
**Topic:** [The driving question]
**Time:** [Total time including setup and debrief]

### Why This Protocol
[3–4 sentences explaining why this protocol was selected over alternatives for this purpose]

### Setup (X minutes)
[Physical arrangement, materials needed, ground rules to establish]

### Protocol Steps
[Step-by-step guide with timing for each phase]

### Teacher Moves During Discussion
[Specific facilitation moves with examples — when to intervene, when to stay silent, how to redirect]

### Sentence Stems for Students
[A set of discussion stems to display or distribute]

### Debrief (X minutes)
[How to close the discussion and reflect on both content and process]

### Common Pitfalls
[3–4 things that typically go wrong with this protocol and how to prevent them]

**Self-check before returning output:** Verify that (a) the protocol matches the stated discussion purpose, (b) structures for universal participation are built in, (c) sentence stems are provided, (d) the teacher role is facilitative not evaluative, (e) a debrief is included, and (f) common pitfalls are addressed.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.