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This blog has been set up to facilitate discussion among the participants in the March session of the Active Literacy Across the Curriculum in the Lakeville Area School District. Each blog is a discussion question for the group. Please respond with your reflections, as well as comments about others reflections.
13 comments:
A certain amount of uniformity promotes understanding and discussion. George Carlin has a routine where he says that a teacher asked him to put something in his own words. So he wrote, “Melsied llsied ilehaled ilallded ….” When the teacher asked him what he was doing, George said, “You told me to put it in my own words, so I am making up my own words!”
By having a framework for different types of discussion as outlined in the material we would avoid each of us making up our own discussion types. Students, and teachers, would have clearer expectations of their roles. This should allow us to spend more time of the topic being discussed and less time on the rules of discussion. More time of topic should equate to more learning.
Simply understanding various types of discussion increases the likelihood a teacher will use this strategy of learning. As teachers become proficient at using discussion types, they can guide the students in perfecting their listening and speaking skills. As students practice using their skills, the skills will become stronger.
As with all teaching methods, having an explanation of the specifics of the procedure gives the intentional teacher a place to begin in the classroom.
Using appropriate discussion techniques will allow teachers to help students unleash their creative potential and ideas. Strengthening discussion (hopefully) will also move students into the area of critical thinking and reflective responses. Doing that might actually get students excited about the subject area and interested in finding responses. Those creative responses may help all of us broaden our horizons and see the world a bit differently.
High level discussion = high level reasoning = high level literacy = improved understanding, comprehension, and critical thinking.
It would be helpful to model the type of discussion we are trying to achieve in a classroom.
--Rocky Boelter
Being conscious of different ways to conduct a discussion will encourage teachers to use more than one way. Different students will be more comfortable with one way over another, and thus it will enocourage more students to participate. Student speaking skills will not improve if they are not asked to practice them.
When teachers have an awareness and are proficienct in a skill they are more likely use that skill; therefore as our awareness of discussion types increases so will our likelihood to use it in the classroom. The discussions promote listening and speaking skills. As students learn and practice the skills they will become more adept listeners and speakers. - Jill Comer
An understanding of the various discussion types would help teachers address higher level thinking skills along with promoting more in depth discussions. Engaging students in true discussions would encourage students to use quality speech and listening skills.
There are already too many teacher centered moments in a science classroom. As I tell students about a topic, some may take notes. Other students may daydream, unless I actively check up on their progress.
Knowing and using discussion types will mean that the students are exchanging information. It can be more difficult for students to let their mind wander. They are more likely to listen to their peers. They can be put in a situation where they may need to demonstrate some of their understanding of the topics that are being included in the class.
To provide models of various discussion types that can be utilized in the classroom. The teacher can determine an appropriate type that will drive improved student listening and speaking skills.
karis: Understanding these options gives teachers many powerful options to choose from. It then gives students the ability to delve into the subject more, not just answering a question, but really taking responsibility for their answer and owning it.
Heather Leier: After reading all your comments, that question that keeps coming back to me is "How?" I am familiar with various methods of discussion. I have tried some different models in my classroom with different degrees of success. I lack exposure to different methods myself. I am not necessarily comfortable with some forms because I don't feel like I know "how" to do it. Therefore, inevitably I fall back on what feels comfortable - teacher-centered discussions. Kids are also more familiar with this format and are sometimes resistant to other modes. A change would require an intentional teacher consistently practicing all modes all year to help both him/herself and the students gain comfort and proficiency.
Knowing & understanding how to use a variety of discussion types adds to a teacher's bag of tricks to engage kids. The various discussion types would help teachers to actively stop students from being passive listeners to participants in their own learning process. Also would shift some power to students - empowered students would be more likely to speak up on the topic at hand, and they may feel it's safe to speak. Also, when students know exactly what is expected, they are much more likely to be successful. If one type of discussion model doesn't work for a particular class, another can be tried.
Great comments by everyone! I see some common threads that are being hit upon...the biggest question I have for you all is--Isn't it refreshing, rejuvenating, empowering to be discussing issues closely tied to our students and our classrooms?! We are not just going along with what we read, but we're questioning it, applying it, and overall are growing professionally. This is my biggest worry for Lakeville Schools...that we are content with where we are, not willing to step back and say "what can we all do better together?" To admit that we don't know EVERYTHING and that we need each other to grow. Hope that doesn't sound too mushy, but dang it we ALWAYS have growing to do...
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