According to Wosley and Lapp (2009), "conversation and discussion promote independent and deep thinking, and are at the same time social activities. In the past, literacy has been traditionally associated with reading and writing; however, Kevin Lander, a professor at Vanderbilt University, "see[s] literacy as a set of social practices—where people make and use all manner of texts to act and interpret the world in meaningful ways" (2007).
According to Buehl (2001), "the interactions between four conditions (reader, text, context, and strategies) determine what meaning a reader will construct from a text." The one most important when thinking about conversation or discussion in your classroom is "the learning context that defines the task and purpose of the reader (Buehl, 2001)." For many of our students, the opportunity to participate in a social setting with the text can allow for more motivation from the learner. In addition, according to Wosley and Lapp (2009), "discussion is also a means to shape thinking." Many student benefit from the ability to take an idea and reshape it through a conversation with peers.
In addition, according to Nystrand and Gamoran (1990), we want students to participate in culture of learning based on substantive engagement, "a sustained commitment and involvement with academic work" that involves having students being willing, and hopefully eager, participants in the process. Rather than, having students participate in procedural engagement which involves having students respond on demand when called on in the traditioanl IRE (Initiate-Response-Evalution) manner.
There are a range of discussion ideas out there that can help students get the conversation started in the classroom.
Socratic Circles (or Seminar)
Socratic Circles come from the ideas used by Socrates. He believed that "students could improve their reasoning skills and ultimately move toward more rational thinking and ideas more easily supported with logic" (Copeland, 2007).
Although there are different variations of Socratic Circles or Seminars,
it all starts with Socratic questioning which is "a systematic process for examining the ideas, questions, and answers that form the basis of human belief" (Copeland, 2007). According to Mortimer Adler, we must teach "by asking questions, by leading discussions, by helping students to raise their minds up from a state of understanding or appreciating less to a state of understanding or appreciating more" (Copeland, 2007).
Questioning
Developmentally, adolescents want to question everything, as well as directly connected it all to themselves; however, we have many adolescents who seek teachers out for the "right" answer solely because they don't want to be wrong, but more importantly so they don't get a bad grade. Questioning allows students to develop some critical thinking skills to go beyond the one right answer dilemma. Question-Answer Relationships (QAR) or Questioning the Author (QtA) might be ways to get student thinking about ways to question.
Annotating the Text
In order to help develop good critical question, it is also important that the students annotate the text . Being able to critically interact with the text, in order to construct your own meaning, is necessary if you are going to be able to share and contribute to a discussion. Although many great discussions happen on the fly, for many of our students they need to learn how to come prepared to a discussion. Some folks have students use bookmarks to write down their thinking, write in margins, or use sticky notes.
Modeling/Providing Prompts
It is important to help students learn the discourse or language of discussion by both modeling and providing examples of prompts that help extend the conversation. For example, students familiar with Question-Answer Relation (QAR) might benefit from a list of prompts which when modeled can show them how to expand their interactions in a discussion. Other more general prompts like "I saw it a different way" or "Can you explain more about why you thought that?" get students to think critically about what other members of the discussion are saying.
Discussion Webs
These graphic organizers allow for students to take a "look at an issue from both sides before drawing conclusions" (Alvermann, 1991). Having a student do some work where they have to critically look at an issue before deciding where they fall allows for them to challenge what they believe, and maybe even come to a new conclusion.
Planning
The other piece to think about when thinking about including discussions/conversations in your classroom -- whether it be in pairs, small groups, or whole class -- is your plan. Guiding conversations for students at all grade levels requires an art of planning so that the students have the knowledge and vocabulary necessary to participate, as well as a clear purpose as to why they are doing it. Spiegel (2005) mentions using a planning chart for whole-class discussion that focuses on essential background knowledge, essential vocabulary, and goals and purposes. These same elements can be consider in any instruction related to using discussions and conversations in class.
In addition, it is important to think about a gradual release of responsibility model for any work with discussion to help teach students the discourse or language required for participating in an active conversation, as well as for showing students how we act within a conversation. For example, it is okay to challenge an idea, but not a person. Creating clear guidelines is important for all grades, as well as modeling what they look like. Adler and Rougle (2005) use the following as an example:
- Everyone comes having read the text.
- Everyone needs to talk.
- Listen actively to others.
- Wait for quiet before you speak.
- Raise your hand after someone has finished.
- No one has a bad idea.
- Build on other's ideas.
- Maintain eye contact.
Technology
In a world filled with technology, there are many ways to have this conversation through a social networking site. Some examples are Moodle, PBWiki, Ning, Google Groups, etc. Schools recently have created their own social networking sites through their websites or other places like Global Classroom and others. It is probably best to check if your school already has a forum for discussion so you don't reinvent the wheel.
Overall, these are only a snapshot of things to think about regarding discussion and conversation in your classroom. Listed below are some resources that hopefully can extend your knowledge if you are interested in pursuing this idea more in your classroom.
Resources:
Adler, M., & Rougle, E. (2005). Building literacy through classroom discussion: research-based strategies for developing critical readers and thoughtful writer in middle school. New York, NY: Scholastic.
Buehl, D. (2001). Classroom strategies for interactive iearning. Newark, DE: IRA.
Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking. Portland, NH: Stenhouse Publishers.
Crownover, A. (2007), "A new frontier: Kevin Leander finds new definitions of literacy." Peabody Reflector. url: http://peabody.vanderbilt.edu/x8084.xml.
Harvey, S. & Daniels, H. (2009). Comprehension & collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann.
Nystrand, M., & Gamoran, A. (1990). "Student engagement: When recitation becomes conversation." Madison, WI: National Center for Effective Secondary Schools
Spiegel, D.L. (2005). Classroom discussion: Strategies for engaging all students, building
higher-level thinking skills, and strengthening reading and writing across the curriculum. New York, NY: Scholastic.
Wilhelm, J.D., Baker, T.N., & Hackett, J.D. (2001). Strategic reading: Guiding students to lifelong literacy 6-12. Portsmouth, NH: Heinemann
higher-level thinking skills, and strengthening reading and writing across the curriculum. New York, NY: Scholastic.
Wilhelm, J.D., Baker, T.N., & Hackett, J.D. (2001). Strategic reading: Guiding students to lifelong literacy 6-12. Portsmouth, NH: Heinemann
