1. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Creating Democratic Classrooms Utilizing Dialogue

2. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT How does your classroom climate and pedagogy support democratic dialogue?

3. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT For classroom talk to promote learning it must be accountable –to the learning community, to accurate and appropriate knowledge, and to rigorous standards of thinking and reasoning. (Resnick, 1999)

4. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Talk promotes learning  Students learn 90% of what they say or discuss as they complete an activity. (Dale, 1969) Talking with others about ideas and work is fundamental to learning.  Regardless of the topic or task, small-group discussion reinforces classroom learning and assists the brain in recalling learned information (Alexopoulou & Driver, 1996).

5. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Accountable Talk

6. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Standards of Accountable Talk Accountable to the Learning Community Accountable to Knowledge Accountable to Rigorous Thinking Accountable to Social Behaviors

7. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Socratic Seminars

8. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT The Vision  Participants seek deeper understanding of complex ideas through rigorously thoughtful dialogue, rather than by memorizing bits of information.

9. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Four Elements  An effective seminar consists of four interdependent elements: 1.the text being considered 2.the questions raised 3.the seminar leader, and 4.the participants

10. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Benefits include:  Time to engage in in-depth discussions, problem solving, and clarification of ideas  Building a strong, collaborative work culture  Enhanced knowledge and research base  Increased success for all students  Teaching respect for diverse ideas, people, and practices  Creating a positive learning environment for all students

11. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Conducting a “Fishbowl”  A strategy to use when you have a LARGE class (over 25 students)  Divide the class into “Inner” and “Outer” circles

12. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Conducting a “Fishbowl”  Inner circle = active participants  Outer circle = students observe 2-3 active participants for: –New ideas– Positive comments –Question asked – Negative Behavior –Referred to text – Side conversations

13. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Observer Write-up  What was the most interesting question?  What was the most interesting idea to come from a participant?  What was the best thing you observed?  What was the most troubling thing you observed?  What do you think should be done differently in the next seminar?  What do you wish you had said?

14. COLLEGE OF EDUCATION & HUMAN DEVELOPMENT Tips for Teachers Before the seminar:  Read the text CAREFULLY –Focus on possible provocative questions –Select short passages for special attention –Identify tough vocabulary words  Choose an introductory question in advance –Broad, open-ended, provocative