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…?