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STUDENT-LED DISCUSSIONS TO REINFORCE READING
We will examine strategies for facilitating student-led discussions using a PowerPoint
presentation and role-playing activities
AGENDAAGENDA Philosophy and Research on Philosophy and Research on Student Discussion GroupsStudent Discussion Groups
Group Roles and Discussion StartersGroup Roles and Discussion Starters
Student-Led Discussion ActivitiesStudent-Led Discussion Activities
ConnectionsConnections
Review/Wrap UpReview/Wrap Up
DISCUSSIONvs.
JIGSAW
CONSTRUCTIVIST DISCUSSION MODEL: PHILOSOPHY
• Students learn best when they are engaged in meaningful conversations
• Student learning is enhanced when they are actively involved in the classroom
• Students engaged in instructional conversations can initiate their own inquiries and construct their own meaning.
DISCUSSION GROUP RESEARCH
• Promotes deeper understanding of text
• Leads to higher level thinking and problem solving
• Improves communication skills
• Allows students to test their own ideas and consider opposing points of view
• Fosters greater levels of class participationGambrell, L. 1996. What Research Reveals About Discussion. In L.B.Gambrell and J.F. Almasi (Eds.) Living Discussions!
Fostering Engaged Reading (pp.25-38). DE: International Reading Association.
Goldenberg, C. 1994. Instructional Conversations: Promoting Comprehension Through Discussion. Reading Teacher: 46(4):316-326.
Morrow, L. and L. Gambrell. 2000. Literature-based Reading Instruction. In M.Kamil, P. Mosenthal, P.D. Pearson, R.Barr (Eds.)Handbook of Reading Research, Vol III:563-586. NJ: Lawrence Erlbaum Associates.
HIGHLIGHTS
• Students sitting in groups• Stopping points throughout reading to
process• Students actively engaged• Students better prepared to participate as
whole class• Teacher acts as a facilitator• Routine strategies• Modified directions when appropriate
GROUP ROLES / RECIPRICAL TEACHING
Questioning
Clarifying
Summarizing
Predicting
DISCUSSION STRATEGIES
Save the Last Word for Me
Seed Discussions
Socratic Seminar
Mind Streaming/Preview Pairs
Read and Say Something
CONNECTIONSGoals Discussion Student-Led
Discussion
Thinking
• Students need to understand their
thinking• Cognitive verbs to support higher level
thinking
• Students initiate their own thinking and
meaning• Leads to higher level thinking and
problem solving
Product • Oral • Student-Led Discussion
Assessment
• Self-Critique• Peer Critique• Teacher Critique
• Discussion rubric
Facilitation• Individual academic responsibilities
during collaborative tasks
• Student Roles
Reflection
• Includes the main content, skills, and
purpose of lesson
• Students reflect on reading throughout
the discussion using the discussion
strategies
STUDENT DISCUSSION ROLES
Exceptional (5 points)
Very Good (4 points)
Adequate (3 points)
Poor (2 points)
Topic Focus All comments aretopic related
Most commentsare topic related
Some comments are topic related
Few commentsare topic related
Participation All members share ideas and all members respond to one another
Most members share ideas and all members respond to one another
Half of themembers shareideas and respond to one another
Less than ½ of themembers shareideas and respondto one another
Respect All members listen when others speak and speak when appropriate
Most of the members listen when others speak and speak when appropriate
Half of the members listen when others speak and speak when appropriate
Less than ½ of the members listen when others speak and speak when appropriate
Total:
ASSESSMENT:GROUP PARTICIPATION DISCUSSION RUBRIC
ASSESSMENT:INDIVIDUAL PARTICIPATION DISCUSSION RUBRIC
Remember…?