3 Classroom Discussion Musts

Using Sentence Stems and Explicit Instruction for Classroom Discussions

Teaching discussion skills can be daunting! You know you want productive, positive discussions… but how do you get there? Here’s some of what works for me!

  1. Body Language & Politeness Matter
  • Eye Contact: looking directly at the speaker lets them know they have your attention
  • Inviting Posture: Facing your body toward the speaker with an open posture invites them to share. Avoid crossed arms if you can!
  • Use your group member’s name when addressing them.
    Ex. “Dan, can you tell me more about what you thought the author meant by…”

man crossing arms

2. Paraphrasing lets the speaker know you have listened and understand.

  • So,…
  • In other words,
  • …It sounds like…
  • There are some key points you’re bringing up…
  • From what you’re saying,…

3. Clarifying lets the speaker know you have listened but do not fully understand.

  • Would you tell me a little more about…?
  • Let me see if I understand…
  • Can you tell me more about…
  • It would help me understand if you’d give me an example of…
  • So, are you saying/suggesting…?
  • What do you mean by…?
  • How are you feeling about…?

Let students collect data on their use of these important behaviors! Encouraging them to formally reflect on their performance after each and every discussion instills in them the importance this work.

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Using Current Events as the Context for Structured Academic Conversations

Building a Classroom Community through Academic Conversations

Phew! They’re Chatty!

One of my biggest take aways from a New Teacher Center Mentor Academy last year was, “the ones who are doing the talking are doing the learning.” The focus of that academy was Coaching for Equity, and we spent timing thinking about Conditions that Support Students with Exceptionalities. Early on in that academy, one of my amazing colleagues suggested that all students are exceptional, and that became our platform as a group. We had previously agreed that the strategies that best support students in Advanced Placement classes, provide similarly rich learning experiences for students who might struggle… so this was not a huge leap for us. I spent the rest of the year seeing opportunities everywhere I looked to get kids talking! If I reflected with teachers about one idea last year it was, “the ones who are doing the talking are doing the learning.” We thought hard in kindergarten, third grade and eighth grade about how to make the most of that statement. And we all watched the videos on the NTC Oral Language Development site together.

As I get to know my new community of sixth graders this year, I find myself reflecting on these ideas daily. We often spend a great deal of energy as teachers, doing what we can to diminish students’ chatter. “If not in September, then when?” we rhetorically ask each other as we defend our systems of consequences. This year, a nagging voice in my head keeps reminding me that, “the ones who are doing the talking are doing the learning.”

Now, I know that the kids who are talking about what happened in PE instead of setting up their desks for my class, are not (in that moment) doing the learning in my classroom. Believe me, I’m not proposing a ban on silent homeroom (how could I survive?), silent moments or organization, or silence anywhere else that it benefits student learning. I am wondering though… how I can capitalize on the fact that these students like to talk.

What I am proposing is that we take the chatter and grow it into academic conversation. Let’s turn these talkers into active listeners! I recognized on Tuesday that I am sharing a room with some very social 11 year-olds this year. Today, after a 60 second turn and talk responding to the prompt, “what do you know about a seed story or a watermelon story,” I was sure this was the right move.

One student raised his hand and said loudly (in a lunchroom voice), “Zachary suggested that a seed story was a story about one small thing that happened, but was really important.” He then turned and looked at Zachary for approval, who nodded, and added, “and I agree.” Next, I did 3 internal cartwheels and I calmly provided specific feedback about the way he used his partner’s name, and how actively he must have been listening to provide such a response, and smiled. Continue reading “Phew! They’re Chatty!”

Teachers Respond to National Tragedy

Dear Teachers,
This morning I reflected once again, on the important roles we all play in the lives of so many children. This past week was an emotional roller coaster for so many of us. Glued to the news, many of us saw images and scenes play out that seemed more like clips from a film (set anywhere but here) than breaking news.
As educators, we do our best to control our students’ experiences… to set them up for discovery, inquiry, and success. One variable that remains out of our control is our students’ experiences outside of school.
Many of us tomorrow, will return to our students and to our schools after a week away.
Know that each of your students, and each of their families experienced this week Continue reading “Teachers Respond to National Tragedy”

Formative Assessment Checklists

clipboard How do you capture all of the learning that occurs during discussions, hands-on exploration and collaborative group work? When there is a written product… we know we can collect and correct (ugh)… but that’s not always my first choice. When I collect and correct too much, I lose the ability to catalog and analyze and make instructional decisions based on the evidence. Instead, my school bag gets heavy Continue reading “Formative Assessment Checklists”

Respect & Rapport… starts with us!

What better way to develop an Environment of Respect and Rapport than by developing a 1:1 relationship with each student??Watch Rick connect with students about their reading during conferences. What does he do/ say that develops an environment of respect and rapport? What does Rick communicate to his students with his verbal and non-verbal language? I’ve seen similar successes with Experimental Design Conferences in a middle school science class as well as Think Tank conferences in a high school math class. In each instance, teachers demonstrated great respect for their students’ thinking by honoring scheduled time with everyone. How could you make something like this work in your context? What do you & your students stand to gain?

sig_cursive

My Favorite Questioning Resource

As I look at many of the available web resources out there on questioning, I just can’t find one clearer or more to the point than this one from the Tulare County Office of Education. The best part is about halfway down the page, and is titled, “ELA CCSS Bookmarks.” The tittle is fitting I think, because just like when you bookmark a page- what you need is right there. All you need to do is click on your grade level and an amazing pdf opens with a Cliffs Notes style version (my favorite) of the English Language Arts Common Core Standards. Among other helpful pieces of information, for each standard two very important things are listed: Continue reading “My Favorite Questioning Resource”