Discussion
Discussion-based instruction can be used as a comprehension strategy because students can gain multiple perspectives of a text to create a deeper understanding. It provides opportunities for students to think of key areas of a text that they may not have comprehended fully. Discussions can be in the form of a dialogue and should not be a question and answer session. A patterned dialogue is most effective when students bounce ideas off of each other, rather than the teacher constantly leading the discussion (Moore, D., Moore, S., Cunningham, P., & Cunningham, J., 2011).
A discussion should last several minutes to allow students to extend their understanding of key ideas. It is important to allow students time before the discussion to gather and organize their thoughts. To help facilitate the discussion, it can be beneficial to arrange chairs for students in a large circle in order to face one another or it can be beneficial for student to be placed in several small circles (Moore, D. et al., 2011).
To begin a discussion, the teacher could ask an open-ended question or pose a statement about a text that the students just read that will allow for multiple responses. It is important to make sure that students are respectful of others and that only one student is speaking at a time. Once a discussion starts to become quiet, teachers can use four moves, which are statements, student questions, signals, and silence. After a set amount of time, the teacher could assess student comprehension based off of the responses given during the discussion. It is also important that the teacher tracks student responses for reference and to make sure all of the students are participating.
A discussion should last several minutes to allow students to extend their understanding of key ideas. It is important to allow students time before the discussion to gather and organize their thoughts. To help facilitate the discussion, it can be beneficial to arrange chairs for students in a large circle in order to face one another or it can be beneficial for student to be placed in several small circles (Moore, D. et al., 2011).
To begin a discussion, the teacher could ask an open-ended question or pose a statement about a text that the students just read that will allow for multiple responses. It is important to make sure that students are respectful of others and that only one student is speaking at a time. Once a discussion starts to become quiet, teachers can use four moves, which are statements, student questions, signals, and silence. After a set amount of time, the teacher could assess student comprehension based off of the responses given during the discussion. It is also important that the teacher tracks student responses for reference and to make sure all of the students are participating.
Statements
A teacher can make a statement that relates to a student’s response to a text. The statement could signal the students to expand on his or her comment or restate what has been previously said.
Student Questions
Pose questions that gear students to think about new key ideas to continue discussion. Question may be about supporting what has been previously said or ask for examples from the text to support key areas of the text.
Signals
Teachers can use signals as neutral gestures to indicate that you heard what a student said or that you agree with a statement made by a student. Signals may also be a short comment to show students that their contributions to discussion are important.
Silence
If the teacher stays silent for at least five seconds after a prompt or comment from a student, it serves as a clear signal for students to add to the discussion.
Writing could be a powerful component in a discussion because a discussion could be conducted online with students having to exchange written responses. The teacher could make a private online website to hold a discussion board for students to easily leave comments. The teacher would need to introduce and model how to leave comments on the discussion board. It is also important for the teacher to set guidelines and expectations for comments (Turn It In, 2014). The lesson could start by having the students read a text and write down key points that they would like to discuss. Then, allow students to visit the computer lab to conduct the discussion. Provide students with a set amount of time and after the discussion, the students could write in their journal about what they comprehended from the text after their discussion for the teacher to assess their learning.
Writing could also be included in a verbal discussion by having students take turns writing down key ideas on a board to keep track of key points discussed about a text.
Videos
https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion
Sarah Wessling is an language arts teacher from Iowa that uses student-centered discussions in her classroom. She started her lesson by having students refer to a text she had her students read for homework the previous day. Her first strategy is to engage student with the learning goal and have them reflect on the text by writing down comments on a piece of paper. Once Wessling’s students have had time to reflect, she has her students form a circle and she starts with a guiding question to get students participating in discussion. Throughout the discussion, Wessling provides support and guidance to keep the discussion rolling. The process and strategies Wessling uses really helps students to comprehend the text better and gain multiple perspectives of the text (Teaching Channel, 2012).
http://www.youtube.com/watch?v=2zf_CBeXRiY
In this video, the teacher has his students seated in small groups facing each other to discuss a text. The teacher introduces the discussion by stating a question that is presented on the board and then allows the students to discuss their point of view. As students are discussing the question, the teacher moves around the classroom to listen to what is being discussed in each group and guides the students with statements when necessary. This technique helps students to pay closer attention to the text information and think deeper about the meaning of the text (Close Reading and Writing, 2014).
Sarah Wessling is an language arts teacher from Iowa that uses student-centered discussions in her classroom. She started her lesson by having students refer to a text she had her students read for homework the previous day. Her first strategy is to engage student with the learning goal and have them reflect on the text by writing down comments on a piece of paper. Once Wessling’s students have had time to reflect, she has her students form a circle and she starts with a guiding question to get students participating in discussion. Throughout the discussion, Wessling provides support and guidance to keep the discussion rolling. The process and strategies Wessling uses really helps students to comprehend the text better and gain multiple perspectives of the text (Teaching Channel, 2012).
http://www.youtube.com/watch?v=2zf_CBeXRiY
In this video, the teacher has his students seated in small groups facing each other to discuss a text. The teacher introduces the discussion by stating a question that is presented on the board and then allows the students to discuss their point of view. As students are discussing the question, the teacher moves around the classroom to listen to what is being discussed in each group and guides the students with statements when necessary. This technique helps students to pay closer attention to the text information and think deeper about the meaning of the text (Close Reading and Writing, 2014).