Reading Comprehension and Discussion

1. Reading Comprehension and Discussion Carla K. Meyer, Ph.D. Nora A. Vines, M.A. Appalachian State University RE: 4030

2. Quick Write • What did you learn about classroom discussions from the Kucan article?

3. Today’s Agenda • Opening • Blue • Double Entry Journal • Vocabulary Example • Internet Workshop • Discussion • Kucan Article • Powerpoint • Writing Questions • Writing Notebook Collection • To do

4. Blue Double Entry Journal • 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.

5. Blue Vocabulary • 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 fix • When 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 alarm • The cat startled me when she jumped on my lap.

6. Polio Internet Workshop • Please independently complete the workshop. We will discuss when you are completed.

7. “Good teachers since the times of Socrates have employed discussion as a means of helping students learn.” (DeVere Wolsey & Lapp, p. 371, 2009).

8. Why Discussion? • 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.

9. Ineffective 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.

10. Supportive Classroom 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: • What background knowledge do students have about the topic? How should instruction be designed to be supportive? • To what knowledge might students need to be exposed to before they can engage in meaningful discussion about topic? • What discussion skills might students need to develop to participate in an effective discussion? • Will discussion help to promote learning and inquiry about the topic? Arte multiple constructions of knowledge possible?

11. Participants in a Discussion • Typical patterns: • Passive participants: want no pressure to speak • Active 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?

12. Promising Discussion Ideas • A word about questions: • Use open-ended/interpretive questions • Increase wait time to allow students ideas time to develop ideas. • The Socratic Seminar • Prepare essential questions • Design 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.

13. Things to Do • Read • Zumbrunn& Krause article • Blue pp. 86-131 • Double Entry Journal