Why do Discussion? One way to learn content and practice academic language is to “talk yourself into understanding”

Rationale for Discussion Students sit and listen a lot! Discussing controversial issues is authentic to life Kids aren’t learning this outside of school Research shows that having powerful discussions leads to better writing When kids are interested, they work harder

Possible Barriers to Provocative Discussion Controversial issues usually have tension between positive values. What is really important to teach can be difficult to test It is hard work to have a good discussion

Thinking as a Discussion Leader Prepare, reading the text several times Determine an outcome for improved discourse and discussant skills Develop and Implement Strategies to Achieve this Outcomes Make Constant Decisions

Ground Rules for Discussion May be similar to the class norms you have set May be similar to the cooperative learning rules you have set Examples: listen carefully, do not interrupt, respect other opinions, encourage others to speak, etc.

During Whole Group Discussions, the facilitator/leader will: Ask opening and follow-up questions if participants don’t have them Sit in the circle with the group as a member Guide students to one another, rather than through or to you Watch and listen, speaking only when necessary to help students achieve goals Continually identify dynamics problems and decide when and how to intervene

What a Discussion Leader is Always Learning To use questioning strategies To notice moments that require possible intervention To intervene in ways that facilitate discussion To employ personal teaching strengths in this new context

What do students get from a good discussion? Developing better listening skills Having the opportunity to explain your own ideas Learning to receive criticism and correction from others Learning to ask about what you don’t understand Learning to admit when you are wrong Learning from others Teaching others Becoming a better questioner Understanding different perspectives Becoming self-reflective Developing Empathy