Using Productive Classroom Discussion in the Content Areas: K8

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Using Productive Classroom Discussion in the
Content Areas K-8
THE SCHOOL DISTRICT OF PHILADELPHIACHIEF
ACADEMIC OFFICEOFFICE OF TEACHING AND
LEARNINGEDUCATIONAL CENTERPHILADELPHIA,
PENNSYLVANIA 19130
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Extensive Use of Classroom Discussion

• Whole Group
• Partner Discussion
• Presentations
• Small Groups

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What is Productive Classroom Discussion?

• Productive classroom discussion is talk by
  students and teachers that supports the
  development of students reasoning and students
  abilities to express their thoughts clearly.

• All academically productive classroom discussion
  is talk about academically important content.

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Why Use Productive Classroom Discussion?

• To strengthen and expand students reasoning in
  all subject areas
• Student I think there are an infinite number
  of degrees possible in a circle, because you
  can think of the degrees like wedges that get
  smaller and smaller, so more and more fit in.

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Improve Reasoning Skills

• Logical reasoning can be strengthened and taught.
• Claim
• ?
• Evidence
• or
• Counterexample

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Self Reflection About Knowledge

• Getting students to talk about academic ideas or
  procedures can bring to the surface their gaps in
  understanding they may realize that they dont
  understand.
• Student Im really confused by what you just
  said. Could you repeat it?

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Address Misconceptions

• Classroom discussion allows teachers to hear
  students misconceptions and identify what
  students do and dont understand.
• Teacher So you are saying that one-sixth is
  larger than one-third because six is bigger than
  3?
• Student 1 Yes, I just look at the bottom
  number in a fraction and I can decide right
  away.

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Create a Community of Learners

• Talking about ideas and procedures exposes
  students to what other students think about these
  same concepts.
• Student 2 I think that one-sixth is smaller
  than one-third. One-sixth means you cut a pizza
  into six pieces. One of those pieces is smaller
  than if you cut the pizza into three pieces.
• Student 1 What if it isnt pizza? Isnt pizza
  special? It seems like one-sixth should be
  more.

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Enhance Student Engagement

• Allowing students to discuss their academic
  thinking and problem solving gives them more to
  observe, more to listen to, and more chances to
  participate.

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Develop Students Language Skills

• the ability to produce precise and full
• descriptions
• the ability to understand and analyze complex
• texts and problem situations
• the ability to clearly externalize their
  thinking
• and
• the ability to acquire and use new vocabulary.

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Provide Motivation to Learn

• It is hard work to communicate clearly. Knowing
  that others are listening and trying to make
  sense of what you say is a source of motivation
  to make the effort.

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Normative Practices

• Respectful discourse
• Students set the rules
• Consistency
• Equitable participation
• Call on everyone
• Students practice with a partner or group

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How Do We Talk Productive Discussion Moves

• Revoicing
• Repeating
• Reasoning
• Do you agree or disagree? Why?
• Further participation
• Who would like to add to this discussion?
• Wait time

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Discussion Moves Revoicing
Revoicing is a discussion move that enables
teachers to deal with the inevitable lack of
clarity of many student contributions.
So youre saying .? Is that right?
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Discussion Moves Repeating
Repeating is a discussion move where students
repeat or paraphrase what others have said.
Repeating slows down the pace of the
conversation, providing more time to process the
information.
Repeating provides evidence that other students
heard the contribution and can participate.
Repeating provides a student with evidence
that his or her thinking is taken seriously.
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Discussion Moves Agree or Disagree?
This discussion move focuses on students
reasoning about anothers claim.
It is critical that the teacher ask for
justification
Do you agree or disagree? Why?
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Discussion Moves Further Participation

• This discussion move is used to bring students
  into a discussion. It reinforces the idea that
  everyones contribution is important and valued.

Students often state the same information as
their peers, illustrating the need for each
individual to make sense of the ideas and
procedures.
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Forms of Classroom Discussion

• Whole Group Discussion
• Paired Discussion
• Small Group Discussion

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Whole Group Classroom Discussion

• Teacher models accountable talk throughout the
  entire school day
• Teacher builds students mental model of what
  discussion sounds and looks like by using
  question stems and prompts

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Whole Group Classroom Discussion

• http//www.pps.k12.pa.us/143110127103415203/lib/14
  3110127103415203/video/ri/media/html/RachelQ.html

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Paired Discussion

• A good starting point for promoting talk in the
  classroom and works to prepare students for small
  group talk
• Gives a voice to students who might remain silent
  in a larger group
• Teacher establishes guidelines with students for
  talking in pairs
• Examples
• Both student contribute ideas
• Make eye contact with your partner to show you
  are listening
• One person talking at a time

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Example of Paired Discussion

• http//www.pps.k12.pa.us/143110127103415203/lib/14
  3110127103415203/video/ri/media/html/m113v3.html

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Small Group Discussion

• Teacher establishes guidelines with students for
  talking in small groups
• Teacher sits with groups to practice appropriate
  language and behavior to transition into working
  on their own
• Teacher and students develop tools for dealing
  with issues and problems
• Continue to build on students repertoire of
  question stems to promote higher level thinking

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Example of Small Group Discussion

• http//www.pps.k12.pa.us/143110127103415203/lib/14
  3110127103415203/video/ri/media/html/m112v1.html