Carla K. Meyer, Ph.D.Nora A. Vines, M.A.

Appalachian State UniversityRE: 4030

Reading Comprehension and Discussion

What did you learn about classroom discussions from the Kucan article?

Quick Write

OpeningBlue

Double Entry JournalVocabulary ExampleInternet Workshop

DiscussionKucan ArticlePowerpoint Writing Questions

Writing Notebook CollectionTo do

Today’s Agenda

In your small group discussion your Double Entry Journal entries for this section.

Think about the following:How does the author’s craft enhance the story?What do you like about the author’s style.Would you do anything differently? Why or why

not?**Be sure to reference the story to support

your answers.

Blue Double Entry Journal

knack (p. 30) a natural talent If someone has a knack for sewing, they are really good at it.

refrain (p. 32) to hold oneself back from doing something.The teddy bear is expensive, so I will refrain from buying it.

predicament (p. 59) a hard or scary situation that is not easy to fixWhen Bobby lied about losing his book, he created a huge

predicament for himself.ignorant (p. 73) without knowledge or education

I am ignorant about your family’s traditions; can you teach me?

startled (p. 79) to surprise or alarmThe cat startled me when she jumped on my lap.

Blue Vocabulary

Please independently complete the workshop. We will discuss when you are completed.

Polio Internet Workshop

(DeVere Wolsey & Lapp, p. 371, 2009).

“Good teachers since the times of Socrates have employed discussion as a means of helping students learn.”

Students become better to convey ideas when given the opportunity to engage in a discussion.

Oral language provides scaffolds the development of additional language and literacy skills.

Conservation provide a content that fosters conceptual understanding of an idea.

Why Discussion?

Viewing classroom discussion as a dialogue in which everyone has a chance to to say something.

Leads to a pattern—Initiate—Respond—Evaluate.

Creates an environment of recall disguised as discussion.Teacher has correct answers in mind and asks

questions that direct students to the answers.Designed to quiz students not initiate and

engage students in conversation.

Ineffective Discussion

Use inquiry as a framework—it takes time but it helps students construct a joint understanding of a topic. No right and wrong answers. Students become intellectual explorers.

Points to ponder:1. What background knowledge do students have about the

topic? How should instruction be designed to be supportive?2. To what knowledge might students need to be exposed to

before they can engage in meaningful discussion about topic?3. What discussion skills might students need to develop to

participate in an effective discussion?4. Will discussion help to promote learning and inquiry about the

topic? Arte multiple constructions of knowledge possible?

Supportive Classroom Discussion

Typical patterns:Passive participants: want no pressure to speakActive participants: talk over peers and/or speak so

often that peers have limited opportunity to participate.Grading discussion does not enrich discussion.Help students establish positive discussion etiquette.

How do we respectfully challenge opposing view points?

How do we expand classmate’s ideas?How do we keep the discussion focused?How do we encourage classmates to participate?

Participants in a Discussion

A word about questions:Use open-ended/interpretive questionsIncrease wait time to allow students ideas time

to develop ideas.The Socratic Seminar

Prepare essential questionsDesign questions that define the discussion.Probe the students to further the discussion.Engage students with one another. Do not quell the

disagree. Encourage civilized discussion.

Promising Discussion Ideas

Read Zumbrunn & Krause articleBlue pp. 86-131

Double Entry Journal

Things to Do