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This page last changed on Jan 23, 2008 by wikiadm1. '[[The discussion-based approach to improving literary understanding|Go back to Index Page]'Unit One
Activity 2: Strategies that help students improve literacy understanding
 A variety of features of classroom discussion activity
The features of classroom discussion activities improving largely in students' literacy understanding performance are as following:
 More use of authentic questions, which are used to explore differing understandings rather than to "test" what students may already know;
More time for open discussion: whole-class discourses devote to free exchange of ideas among students or between at least three participants;
More "uptake", in which a teacher's question "take up" and build on a student's previous comment, creating continuity in the discourse (Arthur N. Applebee, Judith A. Langer, Martin Nystrand and Adam Gamoran, 2003).
We can find that these features stress on the values of exploration of ideas and the development of understanding through discussion.
Principles that support students' meaning making
Envisionment-building classrooms provide activities particularly effective in the development of students' reading and writing skills. Envisionment-building classrooms displayed a variety of discussion-based approaches to the development of understanding. The following classroom practices as particularly important in supporting students' meaning making:
 Teachers treat all students as able envisionment builders with important understandings and potential contributions to classroom discussion.
Teachers use instructional activities such as discussion to develop understandings rather than to examine what students already know.
Teachers suppose that questions are a natural part of the process of coming to understand new material, rather than an indication of failure to learn, and that questions provide productive starting points for discussion.
Teachers help students learn to examine manifold perspectives (from students, texts and other voices) to enrich understanding rather than focusing on consensus interpretations (Arthur N. Applebee, Judith A. Langer, Martin Nystrand and Adam Gamoran, 2003).
Questions to Help Students Move to Different Stances
Langer and Close (n.d.) states that "Teachers who ask questions based on the four stances help students to think from a variety of perspectives. They also provide students with models to use in posing their own questions."
"What do you think this story will be about? (before reading)"
"What questions do you have?"
"What did you wonder about?"
"What would you like to discuss?"
"What were you thinking as you were reading?"
"How did your understanding of the characters (or plot or action) change during/ after the reading or discussion?"
"What did this remind you of in your own life? How did it differ? Why do you think it did?"
"What do you have to say about the writer's style?"
"What would you ask the writer if you had a chance?"
"How might others (e.g. colonial settlers, women) interpret the piece?"
"What other pieces/ books does this remind you of? Why?"
"Does anyone see this piece from a different perspective? What perspective and why? "
Please assess the link to read p. 10 in "Improving Literacy Understanding through Classroom Conversation."
 Small Group Discussions
Full Class Discussion
Writing Activities
Please assess the link to read p. 12 in" Improving Literacy Understanding through Classroom Conversation."
1. Involve all students in all aspects of the class discussion.
2. Help students focus on ideas by providing guiding questions that will deepen the discussion (avoid questions with yes, no or one-word answers).
3. Provide direct instructional scaffolding with guided activities that help students develop envisionments.
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