ANALYZE TEACHER-STUDENT DISCUSSIONS

 

Observe and or record (with the teacher’s permission) one classroom discussion of literature in a high school or college. Make a list of all the questions the teacher asks during the discussion, as well as the sequence of the interactions between teacher and student by labeling the teacher question as a “T” and a student response as an “S.” How would you characterize those questions? To what degree are these questions “open” or “closed?” What was the “uptake” in response to questions—students’ response to the questions? What levels or kinds of interpretations are involved in answering these questions? To whom are the questions addressed? How many students participate in the discussion and how often? Are their instances of a string of “S’s” in which students are interacting with each other? What prompt elicited that string of “S’s?” What does the teacher seem to want students to know or learn from the discussion? What was the teacher’s awareness of the students’ “zone of proximal development” in formulating questions? What were some factors that influenced the level of student involvement in the discussion? Repeat this same process with small-group and individual students’ discussions with the teacher. By using pre-determined criteria, an observer/teacher can evaluate which type of discussion is most effective for certain students and classes in eliciting meaningful discussion responses.

 

COMPARE STUDENT VS. TEACHER-LED DISCUSSIONS 

 

Compare two different discussions in which students prepare their own questions for the discussion and use those questions to lead the discussion versus a teacher-led discussion.  Compare differences in the level of student engagement, interest, participation, “uptake,” and level of interpretation.  What are some reasons for these differences, if any?

 

 

CONDUCT A MICRO-TEACHING DISCUSSION ACTIVITY 

 

Working in groups of four in a methods course, each member of the group develops some discussion questions for a text for a 10-minute audio or video-taped micro-teaching discussion.  After each member of the group completes their turn leading the discussion, provide descriptive (versus judgmental) feedback regarding each member’s level of engagement in the discussion, the kinds of questions asked, facilitation techniques, and the degree of mutual interpretation of the text.  If using a video-tape, review the discussion in terms of nonverbal cues employed in facilitating the discussion.

 

 

REFLECT ON THE MICRO-TEACHING DISCUSSION

 

Based on the micro-teaching activity, transcribe some or all of the tape and create a narrative description of the discussion. Set the scene for the narrative by describing purposes, agenda, role, and the students in the discussion.  Then, describe specific moments in the discussion — questions and answers, as well as students’ level of engagement and involvement in their answers, their willingness to pursue the same topic, and dialogic tensions between students that created further exploration of a topic. Reflect on the following aspects of the teacher’s role:

 

- the teacher’s thinking in posing questions and/or modeling certain interpretive processes.

- the knowledge drawn by the teacher about the text, critical lenses, personal experiences, related to the students’ own prior knowledge and “zone of proximal development.”

- the nature and level of questions (open-ended versus closed; high-level versus low-level).

- the students’ response or “uptake” to questions.

- the degree or percentage of student versus teacher talk.

- use of facilitation or modeling techniques.

- use of nonverbal cues.

- instances of a string of student-to-student talk and reasons for students interacting with each other.

 

Share reflections with peers and identify questions or issues related to leading discussions, for example, “What do I do with resistant students,” “What if students go off on tangents,” or “What is the larger purpose of discussion.” 

 

A preservice narrative teacher’s reflection.   

 

For an example of narrative reflection of a preservice teacher, Sarah McArdell Moore, on leading a classroom discussion of a chapter in Jonathan Kozol’s Savage Inequalities on high school drop-outs, go to Web site, and click on Sarah McArdell’s reflection.   In this reflection, she recognize instances in which she didn’t to adjust her plans to adopt to students’ difficulty in completing a writing assignment about the chapter, leading her to recognize the value of switching to a hypothetical drama mode to discuss the drop-out issue.

 

As part of a civic engagement curriculum, the class of 11th & 12th graders was assigned Chapter 2 of Jonathan Kozol’s Savage Inequalities. The class is diverse economically and ethnically.  Many students are the children of new immigrants or immigrants themselves.  We had been looking at issues related to school funding and this text compares the funding and support structures of urban and suburban schools in Chicago.  Each student was given a copy of the text to keep.

 

“This is your copy. I expect you to mark it up.  Take notes on it, circle things you want to talk about in class, highlight it and keep track of what you have questions about. You have until a week from today to prepare for our discussion.  You will need to read closely, expect to spend more time on this chapter than you might normally do on your other readings.”

 

I handed out the following Reading/Discussion form with the text:

“I need you to fill this sheet out as you read.  I want everyone to be able to participate in the discussion Thursday and these sheets will help. If you have questions or are having any trouble with the reading I want to know before Thursday.” “While you are reading think about this quote from the text: ‘Equal funding for unequal needs is not equality.’ (Kozol 54) What does this sentence mean?  What is Kozol talking about?”

 

The Reading/Discussion form serves several functions.  First, it lets them know I really do expect them to read the article.  Second, it gives a structure to the discussion. We can talk through the main ideas first and then move into our opinions about the article or the issues raised by the article. In this way, students who didn’t read or had a difficult time can participate in a discussion of the issues in the text.  Third, it connects reading to both written and verbal communication.  Students need to synthesize the information, form an opinion about it and be able to communicate it on paper and then to their classmates.

The day before the assigned reading is due, I preview the discussion using the previous equality prompt.

 

“Ok, tomorrow we are talking about Savage Inequalities.  Who’s read it?”

 

Several students chime in:

 

“I read it twice but I didn’t highlight it”  “It’s not due until tomorrow right?”

“I started it but it seems like it’s just the same thing over and over again.”

 

Several students had lost their copies and needed new ones.

 

“You should have been working on this all week.  You are going to have to do a lot of work tonight to get ready for tomorrow.  Don’t forget your discussion sheets.”

 

Students lose and forget thing; always have extras.  It can be frustrating, especially on limited budgets, but it takes away a common excuse students have for disengaging from the class.

 

“Even if you haven’t finished your reading let’s talk about the quote I put on the board last week. ‘Equal funding for unequal needs is not equality.’  What’s that all about?”

 

We are seated together in a circle on the floor.  A few are sprawled out on their backs or stomachs.  They lean on each other and mostly enjoy a chance to be out of their desks.  To start edging into a good discussion, we need to be comfortable together.  Students need to see each other to be able to talk to each other.  At first, students complain about sitting on the floor or they wrestle around and play with each other’s hair, but it quickly becomes a routine that signals our casual discussion time.  In the circle we touch base about readings, homework, and issues in the class. The class is silent for a little while.  One student ventures a guess.

 

“It means that everybody should get the same amount, like if one gets 51% and one gets 49% that’s not fair.” 

I draw 2 stick figures on the board.  “Let me say this back to you—If this person is gets 49% and this other person gets 51% its unfair because no matter what they should both get 50%”?

“Yes”

Another student, interrupts, “No, I think its about wants and needs.” 

“Say more about that.” 

“I don’t know, just some people get everything they want and some people don’t even get stuff they need.” 

“I like that idea, I think it definitely relates. Janie it looked like you were going to say something.” 

“I think it means if you have something really nice you don’t need as much help as somebody that has something real crappy.  Like if your school is all rundown

and another school is nice why do they both get the same amount of money.”

“I think you are on the right track, what do the rest of you think?”

Students nod in agreement and we talk briefly about facilities at suburban schools versus the facilities at their urban school. 

“I still think everyone should get the same amount so it’s fair.” 

“Let’s talk about that.  Does equal mean same?”

 

I draw two schools on the board; even though my drawing skills are severely limited, visual reinforcement of the ideas is very helpful to many students. 

 

“Now, this school is brand new, it’s beautiful, everything about it is perfect.”

 

Incorporating our previous discussion about the condition of their school, I move to the next drawing. 

 

“Now this school was built 30 years ago, and the principal drove a bus through one wall, and it caught on fire because of all the kids smoking in the bathroom.” 

 

Should these two schools get the same amount of money to take care of their buildings?

We talk about these two pictures until the end of class.

 

“Finish your reading and come prepared tomorrow, ok, have a good night.”

 

As a final comment on my artistic skills:

 

“Hey, next time if you draw on the board, I can do it for you because I couldn’t even tell that was a school.” 

 

Every bit of support helps.

 

The Discussion or Time for Plan B

I, of course, had high hopes for this discussion.  I felt like I had prepped the students really well and the issues were important to them and we would have a really good discussion. I arranged the desks into a circle.  This is our position for formal discussion.  I want students to think about how they communicate in various settings.  In this formation we can still see each other but the discussion takes on a more official or academic tone.  Changing the composition of the room changes they way students compose and express their thoughts.

Still, I wanted a back up plan, because nothing is worse than walking through a list of discussion prompts with a class where only a few students have done the

 

reading. First, I asked students to break into small groups and go over their Reading/Discussion forms together. 

 

“Let’s get into small groups and prep for the large group discussion. Go over your reading sheets and see how they compare.  I will come around to answer questions.” 

 

Panicked looks dart through the class.

 

Several students dig into their backpacks and try to quickly fill in the form.

 

“I didn’t get one of those sheets.”  “I forgot to do that.”

 

A few have filled them out very completely and many have at least something down. 

 

“Is this one of those times that I should lead the discussion a bit more or do you want to break into groups.” 

 

A few students admit to not doing the reading, several complain about the length. 

 

“I read and fell asleep, read and fell asleep.  It was good information but it was booooring.” 

 

The class votes to stay in the large group.  I put aside my discussion prompts and switch to Plan B.

 

“Ok, everyone stand up.  This article talks about what happens to students in inner city Chicago schools. Let’s go through the statistics on page 45.  You are all starting out in the same kindergarten class.  Starting in the 6th grade I am going to tell you if you drop out or stay in school and we are going to figure out together how it happened.  It can be based on the article or our own experience.  Remember, you are someone else. This isn’t what has happened or will happen to you.” 

 

I choose the two most outspoken students to drop out in the 6th grade.  With any interactive activity the first step is the hardest and choose students who like to participate sets a good tone for the rest of the class.

 

“Why did you drop out?”

“I don’t get it?”

“Everybody, what are some reasons that somebody might leave school in the 6th grade?  Maybe they are 14 because they were held back and don’t want to hang out with a bunch of babies?  Think about the reading or someone you know who dropped out.”

 

Um, they have a bad family.

They missed nap time?

 

We proceed through each grade, and with each round student’s participation increases. 

 

“Ok, 8th grade, this is when we lose the most students.  All six of you just dropped out of school, how come?”

 

I made more money on the street.

My dad got sick and I had to take care of him.

Nobody cared if I went anyway.

We didn’t have a teacher, we had a sub everyday.

 

Some of the responses come directly from text, but students who haven’t done the reading participate as well. I continue through the statistics, some students are sent to jail, by graduation 10 of 23 are left.  During this exercise, I had to be aware of constantly reinforcing the importance of having choices and access to education instead of college as the ultimate goal for every student.  Too often in an effort promote post secondary work, educators send the message that families and communities with high drop out rates, or without a glut of college degrees are worth less. 

 

“You graduated from high school but didn’t go on to college or other training.  What are you doing?”

 

I’m a teller at a bank.I couldn’t afford school but I still have a pretty good job.

I work at a gas station.

I live at home because I can’t get anything decent.

“You went to college for a year but dropped out, why?”

I decided to get married and had kids to take care of. I ran out of money. “

You completed high school and college, how did you do it?”

 

I ask the students to discuss this last question together. It is very successful.  Students are animated and have a lot of opinions.  I referred them to the text, when appropriate and moderate rather than lead the discussion. At the end of class I asked the students to take another look at the text, finish their forms and be prepared to continue the discussion tomorrow.

 

Sometimes students are ready to immediately engage verbally with a text, but many times they need other ways into the interaction.  Saying 50% of students drop out and reading statistics is entirely different than seeing what that looks like and talking about the person behind the number.  Theatre base activities can stimulate youth to access information in a different way and also provide opportunities for greater participation.

 

REFLECT ON CHANGES IN LEADING DISCUSSIONS OVER TIME

 

For your teaching portfolio, include evidence of leading discussions and compare experiences leading discussions across time based on the criteria in #6. Reflect on changes across time in the:

 

- degree of teacher versus student talk

- nature and quality of questions

- use of modeling or scaffolding

- use of nonverbal cues

- self-confidence in leading discussions

- influence of pre-discussion writing activities

- quality and depth of interpretations

 

Further Discussion Reflection Activities: The National Board for Professional Teaching Standards Portfolio Reflection on Large-group Discussions