Learning Learning DialoguesDialogues

Sue Morrell, NBCTSue Morrell, NBCTDakota Writing ProjectDakota Writing Project

January 9, 2008January 9, 2008

Discussion in the Discussion in the ClassroomClassroom

As a teacher, what do you already know As a teacher, what do you already know about students, reading, and about students, reading, and discussion?discussion?

What does discussion look like in your What does discussion look like in your classes?classes?

What issues/problems/concerns do you What issues/problems/concerns do you face when fostering discussion for face when fostering discussion for learning?learning?

Write: 3-4 minutes (list OK) Write: 3-4 minutes (list OK) ShareShare

What the research says…What the research says…Adrienne Mack-Kirchner, Adrienne Mack-Kirchner, Straight Talk for Straight Talk for

Today’s TeacherToday’s Teacher

85% of the questions in school are 85% of the questions in school are “known response” questions (48)“known response” questions (48)

““We turn our students into learning We turn our students into learning machines when we help them machines when we help them formulate questions and then seek formulate questions and then seek answers.” (46)answers.” (46)

Great inquiry questions lead to more Great inquiry questions lead to more questions, ergo more learning (48)questions, ergo more learning (48)

What the research says…What the research says…McCann, et. al., McCann, et. al., Talking in ClassTalking in Class

We need to create classrooms where inquiry is We need to create classrooms where inquiry is driven by student discussion rather than driven by student discussion rather than teacher talk. (32)teacher talk. (32)

Teachers & students function best in Teachers & students function best in “discovery” mode (54)“discovery” mode (54)

PrewritingPrewriting scaffolds class discussion-- to scaffolds class discussion-- to encourage thoughtful exploration, students encourage thoughtful exploration, students need to be engaged, challenged, puzzled, & need to be engaged, challenged, puzzled, & prepared (55)prepared (55)

Discussion supports deeper reading-- as Discussion supports deeper reading-- as students develop the specialized language of students develop the specialized language of argument and analysis in discourse, they argument and analysis in discourse, they improve their analytical thinking strategies improve their analytical thinking strategies (152)(152)

What the research says…What the research says…Sheridan Blau, Sheridan Blau, The Literature Workshop: Teaching Texts and The Literature Workshop: Teaching Texts and

Their ReadersTheir Readers, 2003, 2003

Students need to “discover their own power to Students need to “discover their own power to interpret and interrogate a difficult literary interpret and interrogate a difficult literary text” text” (bio note)(bio note)

“We can understand a text and regard ourselves as competent readers of it even though we still have questions about it.” (41)

“We need to give our students at every stage lots of opportunities to talk about their emerging understanding as it falters and progresses…” (42)

Lecturing to students about the intentions in Lecturing to students about the intentions in difficult reading material prior to reading difficult reading material prior to reading fosters dependence on the teacher’s fosters dependence on the teacher’s interpretation. (43)interpretation. (43)

Focus/Objectives (my Focus/Objectives (my classroom)classroom)

Inquiry and critical thinkingInquiry and critical thinking Probing questionsProbing questions ConnectionsConnections

Text to textText to text Text to selfText to self Text to worldText to world

Invitation to riskInvitation to risk Preparation for extended Preparation for extended

learninglearning

The Teaching ModelThe Teaching Model

Let’s begin….Let’s begin….

Pre-writePre-write

Think of an ambition, a goal, a deep Think of an ambition, a goal, a deep desire.desire.

Step into these shoes: You have a Step into these shoes: You have a once-of-a-lifetime golden opportunity once-of-a-lifetime golden opportunity to achieve that ambition.to achieve that ambition.

What are you willing to sacrifice to What are you willing to sacrifice to achieve that goal? (Write: 5 achieve that goal? (Write: 5 minutes)minutes)

Share (optional)Share (optional)

Text backgroundText background

King Duncan visits Macbeth at King Duncan visits Macbeth at homehome

Lady Macbeth urges Macbeth Lady Macbeth urges Macbeth to grab the opportunity at handto grab the opportunity at hand

Macbeth ponders his once-in-a-Macbeth ponders his once-in-a-lifetime golden opportunity… lifetime golden opportunity… alonealone

Step 1. Read and Step 1. Read and Annotate FreelyAnnotate Freely

As you read the excerpted soliloquy, write As you read the excerpted soliloquy, write questions in the margins, highlight key questions in the margins, highlight key words, make notes about your thoughts, words, make notes about your thoughts, uncover meaning – no wrong way to do uncover meaning – no wrong way to do this!this!

Rank your understanding of the text, after Rank your understanding of the text, after this first reading, on a scale of 1 to 5, with this first reading, on a scale of 1 to 5, with 1 being low and 5 being high.1 being low and 5 being high.

Listening session (students talk, teacher Listening session (students talk, teacher listens)listens)

Step 2. Read againStep 2. Read again

This time, discuss with a partner what you This time, discuss with a partner what you know and do not know about the text. You know and do not know about the text. You might pursue your earlier annotations, or might pursue your earlier annotations, or you might just talk about things that you might just talk about things that confuse you both.confuse you both.

Once again, rank your understanding of Once again, rank your understanding of the text based on the scale of 1 to 5.the text based on the scale of 1 to 5.

Full class discussion again: Students talk Full class discussion again: Students talk about new understandings and puzzles; about new understandings and puzzles; teacher listens.teacher listens.

Step 3. Frame QuestionsStep 3. Frame Questions

Write Write a question to clarify a question to clarify [SAY [SAY question]question] What does the text say? What is the What does the text say? What is the

information here? What facts do you information here? What facts do you see? What words do you wonder about?see? What words do you wonder about?

Example: What does the speaker mean Example: What does the speaker mean by “trammel up”?by “trammel up”?

Work with a partner.Work with a partner.

Step 4. Questions Step 4. Questions (cont’d)(cont’d)

WriteWrite a question to determine a question to determine meaning meaning [MEAN question][MEAN question] What does the text (a word, phrase or What does the text (a word, phrase or

line) suggest? What thoughts and line) suggest? What thoughts and emotions does it call up? What is the emotions does it call up? What is the character’s intention or motivation when character’s intention or motivation when he says this line?he says this line?

Example: What might the speaker be Example: What might the speaker be suggesting when he refers to a “spur to suggesting when he refers to a “spur to prick the sides of my intent”?prick the sides of my intent”?

Work with a partner.Work with a partner.

Step 5. Questions Step 5. Questions (cont’d)(cont’d)

Write Write a so what? question a so what? question [MATTER question][MATTER question] Why does ____ matter to the audience? Why does ____ matter to the audience?

How does ____ connect to the world we How does ____ connect to the world we know?know?

Example: Do leaders in the throes of Example: Do leaders in the throes of decision-making second-guess decision-making second-guess themselves?themselves?

Work with a partner.Work with a partner.

DiscussionDiscussion

1.1. Category 1 questions: SayCategory 1 questions: Say

2.2. Category 2 questions: Category 2 questions: MeanMean

3.3. Category 3 questions: Category 3 questions: MatterMatter

****

From the questions & From the questions & discussion, let’s move discussion, let’s move

forward… forward… Reader writes: Learning summary.Reader writes: Learning summary.

What questions or ideas did you hear What questions or ideas did you hear today that made you think?today that made you think?

What puzzles or confuses you still?What puzzles or confuses you still? What questions continue to interest What questions continue to interest

you?you? What connections can you draw What connections can you draw

between this text and your world?between this text and your world? May be framed as an exit slip…May be framed as an exit slip…

Works CitedWorks Cited Mack-Kirschner, Adrienne. Mack-Kirschner, Adrienne. Straight Talk Straight Talk

for Today’s Teacher: How to Teach So for Today’s Teacher: How to Teach So Students Learn.Students Learn. NH: Heinemann, 2005. NH: Heinemann, 2005.

McCann, Thomas M., Larry R. McCann, Thomas M., Larry R. Johannessen, Elizabeth Kahn, & Joseph M. Johannessen, Elizabeth Kahn, & Joseph M. Flanagan. Flanagan. Talking in Class: Using Talking in Class: Using Discussion to Enhance Teaching and Discussion to Enhance Teaching and Learning.Learning. IL: NCTE, 2006. IL: NCTE, 2006.

Blau, Sheridan. Blau, Sheridan. The Literature Workshop: The Literature Workshop: Teaching Texts and Their ReadersTeaching Texts and Their Readers. NH: . NH: Heinemann, 2003.Heinemann, 2003.