Lesson 2: Shifts in Classroom Discussions
Lesson #2: Shifts in Classroom Discussions
What are some ways to support student discussions?
How can we support all students in creating meaningful discussions? We can think of the students that are quieter and may not have the answers processed as quickly as other students. So, we have to build up their self-efficacy in preparing and sharing for class discussions. Here are three strategies that support all students building their confidence and participation in classroom discussions.
Strategy #1: Sticky Note Discussion Protocol
Step 1: Agree to establish expectations of student responses into two categories of responses to student work and or discussion.
Step 2: Provide students with question or response stems that supports a more fluent entry into the conversation (i.e. Talk Stems)
Step 3: Set the expectation that students will write one of two responses on their sticky notes using Talk Stems or Question Stems (see resources at the bottom of the page)
Responses should be worded in either positive feedback (i.e. I like this…because….) or through clarifying questions (i.e. why did you choose this? How did you come up with that idea? Etc.) These types of responses provide a feedback loop to students that is constant and instantaneous.
Step 4: Students either share their sticky notes in a roundtable discussion or can leave their sticky notes on the work of their peers for review.
Rationale: When reviewing sticky notes from peer feedback, all students have been given options to think about and discuss their reasoning behind their decisions. This will lead to further discussion and deeper cognitive approaches to their work.
Strategy #2: Online Approach – Waterfall Chat (used for distance learning or online instruction)
Step 1: Provide a prompt for students to respond to.
Step 2: Instead of asking one by one, have all students enter their response at the same time. Do this by counting down when students can enter their response. Answers will then come into the chat box like a waterfall.
Rationale: This provides opportunities for students to participate in discussion, but not feel fear of being heard separately. Students then have an opportunity to go back and look at other thoughts. From there you may use the “sticky note discussion protocol” adapted to classroom discussion.
Strategy #3: Set Up Discussion Norms
What could really be the first strategy. Setting up discussion norms sets the stage for productive conversation. It sets the expectations that we want to have in building the soft skills that support good student discussions.
Step 1: Ask students what they expect in having a good discussion with someone in class. And create a list from their responses.
Step 2: Review the list and add your own few expectations. Ask students to discuss the list and then as a whole group eliminate any of the norms that may not fit or are similar to others.
Step 3: With the newly formed list ask students to limit the list to either 3 – 5 norms.
Step 4: Have students agree on those norms as a whole class. Ask for any objections or considerations for changes.
Rationale: When the list is agreed upon by the students it creates ownership. Students may refer to their proposed rules to support peers and keep peers in check with the norms. Norms create a sense of community within the classroom learning environment.
Performance Task: Complete the Padlet Resource Roundup Task as a reflection on creating student engagement through discussion.