Embedding Discourse into the Classroom

Presenter Information• We recommend that if your fee structure

allows, assure that each participant has a copy of the book.

• In order to maintain intellectual property rights and adhere to copyright requirements the presenter must own a copy of Academic Conversations Classroom Talk That Fosters Critical Thinking and Content Understandings by Jeff Zwiers and Marie Crawford

Learning Targets

• I can cite reasons for embedding discourse into my classroom.

• I can apply the why, what and how of discourse to my classroom.

• I can use protocols to structure discourse with my students.

“Small Fires”• Gather in a small group with chairs only (knee

to knee)• Choose a starter/recorder• Each person at the table tells:

– Name– Role– How you feel about being here (positive and

negative)– Your expectations

• Starter will give summary of table responses to large group

Discourse

Frame of Reference

Using a Black Marker write everything you currently know about Discourse.

Voices in the Room

Circle Map Share• Knee to Knee Partner.• Take turns sharing what you wrote on

your Circle Map about discourse.• You may add items from your partner

using a marker color other than black.

• You may also cross out any items that the dialogue with your partner has caused you to revise your thinking.

What is Discourse?

Definition of DiscourseAcademic oral discourse is communication of thought by words, talk, and conversation. It includes purposeful reflection and collaboration.

“… students ask one another about their thinking and build on the responses of others. They cite evidence, ask for elaborations and clarifications, and extend understandings by using the statements they have heard from their classmates to form new ideas.”

Content-Area Conversations (ASCD, 2008) by Douglas Fisher, Nancy Frey and Carol Rothenberg

Circle of Voices• Read the definition of discourse• Pick out a key word, key point, or phrase

that is significant to you• Form a large circle when directed• Participants randomly say their key word,

point, or phrase• Some points will be repeated (and that’s

okay)• Activity is completed when everyone shares once

Why Discourse?

Common Core State Standards

• SL.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

“Discourse in the classroom is less than 2 minutes an hour and even less for struggling students.”

Wilhelm and Smith, 2012

Student-Centered Discussion:

• https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion (7minutes)

What the Research Says About Discourse?

Becoming an Expert on Reasons for Discourse Activity

1. At your table are 23 cards with reasons for embedding discourse.

2. Distribute the cards equally among the people at your table.

3. As you read your assigned reason cards, record on your reason handout key points, ideas, etc. When directed you will be sharing these with others at your table.

Expert Share1. Pick a starter.2. Round One:

1. Starter gives key points, ideas, etc. for one of their reason cards.

2. Others in the group record on their handout notes from that reason.

3. Continue sharing and recording until all members at the table have shared their key points, ideas, etc. for one of their reason cards.

3. Repeat rounds until all 23 reason cards have been shared and recorded.

Reason Categorizing Activity1. Based on what you know so far are there

any patterns that you see emerging for why we should embed discourse in the classroom?

2. Discuss at your table. 3. Now, using the reason title cards at your

table and your notes from the previous activity, sort the reason cards into categories determined by your table group.

4. Write the title for your categories on index cards and place above each grouping.

Break

Museum Walk

Based on what you just learned,

what are your top four reasons for embedding discourse into

your classroom?Record in the blank box on

your reason handout.Table Share.

What Does Discourse Look Like?

A Model for Success for All Students

Student Responsibility

Teacher Responsibility

Whole Group - Model “I do it”

Guided Instruction “We do it”

Collaboration “You do it together”

Independent“You do it alone”

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

What Does Discourse Feel Like?

Collaborative Conversations

Add directions for collaborative conversation protocol

Discourse Moves

Discourse Moves Expert Groups

• Read your assigned skill– Elaborate and Clarify pg. 45– Support Ideas With Examples pg. 47– Build on or Challenge a Partner’s Idea pg. 51– Paraphrase pg. 53– Synthesize Conversation Points pg. 55

• Meet with others who read the same skill• Decide on key points • Go back to home table• Each person presents their skill to others at

their table

Video

1st Viewing of the Video • As you watch this video, listen for 5

discourse skills/moves– Elaborate and Clarify – Support Ideas With Examples – Build on or Challenge a Partner’s Idea– Paraphrase – Synthesize Conversation Points

• Record your observations on the discourse moves placemat

Example of Classroom Discourse

• https://www.teachingchannel.org/videos/teaching-the-n-word

Discourse Placemat

1st Viewing Video Discussion

• Share what your findings from the video

• What did you notice? • What did you not notice?

Behind the Scenes Look

• As you watch this video a 2nd time think about what this teacher and the students did in order to reach this level of discussion?

• Take notes on the back of your placemat.

• As a table group record your group’s findings on chart paper.

• Post on the wall• Learning Walk

Example of Classroom Discourse

• https://www.teachingchannel.org/videos/teaching-the-n-word

Structured Conversations Using Text Sets

•

Developing Your Own Text Sets

• Give them time to work on this

Power of Discourse

Piles of Random Thoughts Vs Constructed Ideas

Zwiers and Crawford, 2011

Stand up.Make eye contact with someone you don’t know. Discuss: What does this mean? Be prepared to share.

Definition of DiscourseAcademic oral discourse is communication of thought by words, talk, and conversation. It includes purposeful reflection and collaboration.

“… students ask one another about their thinking and build on the responses of others. They cite evidence, ask for elaborations and clarifications, and extend understandings by using the statements they have heard from their classmates to form new ideas.”

Content-Area Conversations (ASCD, 2008) by Douglas Fisher, Nancy Frey and Carol Rothenberg

Depth of Thinking (Webb) + Type of Thinking (Revised Bloom, 2001)

DOK Level 1 Recall & Reproduction

DOK Level 2 Basic Skills & Concepts

DOK Level 3 Strategic Thinking & Reasoning

DOK Level 4 Extended Thinking

Remember - Recall, locate basic facts, definitions, details, events

Understand

- Select appropriate words for use when intended meaning is clearly evident

- Specify, explain relationships - summarize – identify central ideas

- Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example…)

- Explain how concepts or ideas specifically relate to other content domains or concepts

Apply

- Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

– Use context to identify word meanings - Obtain and interpret information using text features

- Use concepts to solve non-routine problems

- Devise an approach among many alternatives to research a novel problem

Analyze- Identify the kind of information contained in a graphic, table, visual, etc.

– Compare literary elements, facts, terms, events – Analyze format, organization, & text structures

-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text

– Analyze multiple sources or texts - Analyze complex/ abstract themes

Evaluate

– Cite evidence and develop a logical argument for conjectures based on one text or problem

- Evaluate relevancy, accuracy, & completeness of information across texts/ sources

Create

- Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

-Generate conjectures or hypotheses based on observations or prior knowledge and experience

-Develop a complex model for a given situation -Develop an alternative solution

-Synthesize information across multiple sources or texts -Articulate a new voice, alternate theme, new knowledge or perspective

A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)

Red Skelton Explicating The Pledge of Allegiance

• http://www.youtube.com/watch?v=TZBTyTWOZCM

Explicating the Meaning of Discourse

• “Paulo Freire was concerned with praxis – action that is informed (and linked to certain values). Dialogue wasn’t just about deepening understanding – but was part of making a difference in the world. Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen as enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing.”

http://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/

Quotes

Conservations not only made us sound smarter, I think they actually made us smarter.

It was weird. When we finished, we had a totally new idea.

The book was only so-so, but our conversations about it were awesome.

Science wasn’t very interesting until we started talking about it.

When we talked to each other, we put our brains together, we become one big smart!

We were still talking about history when class was over!

Teacher Quotes from the Group

• What will discourse do for your students?

• What will discourse do for your teaching?

• How will discourse enhance your content?

• What impact will discourse have on student learning?

• How will discourse change the world around you?

Resources

• Socratic Circles Fostering Critical and Creative Thinking in Middle and High School by Matt Copeland

• Academic Conversations Classroom Talk That Fosters Critical Thinking and Content Understandings by Jeff Zwiers and Marie Crawford

• Inside the Black Box, 2nd Edition, Black and Wiliam

• Conversation: The Comprehension Connection by Ann Ketch

• Choice Words, Peter Johnston• Opening Minds, Peter Johnston• http://

thehawnfoundation.org/sites/default/files/Durlak_Weissberg_Meta-analysis%20of%20SEL%20Programs_CD_2011.pdf

Examples of Classroom Discourse

• https://www.teachingchannel.org/videos/teaching-the-n-word

• https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom

• https://www.teachingchannel.org/videos/literacy-analysis-lesson

Protocol Resources

• http://www.nsrfharmony.org/protocol/a_z.html

• Adaptive Schools