Dialogic Teaching in Your Classroom in order to Promote Argument Literacy

Monica Glina

University of Oslo

Joe Oyler, Alina Reznitskaya, Alexandra Major, Laurie Zelman

Montclair State University

Ian Wilkinson

Ohio State University

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Sponsor

The Institute of Education Sciences, U.S. Department of Education

Grant # R305A120634

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Common Core State Standards

To improve students’ ability and predisposition to comprehend, formulate and evaluate arguments, or argument literacy

Common Core: Argument skills are “broadly important for the literate, educated person living in the diverse, information-rich environment of the twenty-first century” (p. 25).

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Common Core State Standards

In Grade 5, students will be able to: “Engage effectively in a range of collaborative discussions with diverse

partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.”

[formulating arguments when speaking and listening] “Summarize the points a speaker makes and explain how each claim is

supported by reasons and evidence.”

[comprehending spoken arguments] “Explain how an author uses reasons and evidence to support particular points

in a text, identifying which reasons and evidence support which points(s).”

[comprehending written arguments] “Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.”

[formulating written arguments]

What is Inquiry Dialogue?

It is a type of talk where we search for the most reasonable answer. We use talk collaboratively to think together to find the best answer. Students take considerable control over the flow of the discussion. Teacher acts as a responsive facilitator by strategically choosing

interventions or talk moves to support good argumentation.

It is initiated by a BIG question about a contestable issue.

It closes with reflection on processes and outcomes.

Let’s Try It!

What Should Kelly Do?

What did you see the students (You!) doing?

What did you see the teacher (Joe) doing?

Post-Discussion Student Activities

Goal: To promote transfer to new tasks performed individually

Speaking: What is your position now? Explain it to your partner. What are 2 new ideas about Kelly’s decision that you heard during the discussion?

How did they affect your position?

Writing: List 1 strongest reason for and 1 strongest reason against your position. Re-write/ Complete the story based on the group’s position. Write a letter to relevant party (Editors of TFK) to express the group’s position.

Reading: Underline information in text that could be used to support your position. Underline information in the text that could be used against your position. Share with your peer

Pre-Discussion Student Activities

Goal: Activate prior knowledge and get students invested in the discussion

The activities should feed into the discussion, but not structure the discussion – Light Touch

Thinking journals, post-it notes, drawings Take a position (to be reviewed after the discussion) Is there anything that is confusing or surprising to you? Is there anything you feel strongly about? Make connections: text-text, text-self, text-world

Small group work: think-pair-share

Argument Rating Tool: 4 Criteria + 11 Talk Moves

Questions?