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Reading Comprehension and Discussion

Reading Comprehension and Discussion. Carla K. Meyer, Ph.D. Nora A. Vines, M.A. Appalachian State University RE: 4030. Notebook. Let’s discuss your letter to FDR in small group? Why did you choose the topic you did? What do you think FDR’s reaction would have been?. Quick Write.

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Reading Comprehension and Discussion

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

  2. Notebook • Let’s discuss your letter to FDR in small group? • Why did you choose the topic you did? • What do you think FDR’s reaction would have been?

  3. Quick Write • What did you learn about the art of leading classroom discussion from the Kucan article? Why were the transcripts integral to the teachers in the article?

  4. Today’s Agenda • Reading Comprehension and Discussion • Socratic Seminar Blue

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

  6. Why Discussion? • Students become better at conveying ideas when given the opportunity to engage in a discussion. • Oral language provides scaffolds for the development of additional language and literacy skills. • Conversation provides a context that fosters conceptual understanding of an idea.

  7. Ineffective Discussion • Viewing classroom discussion as a dialogue in which everyone has a chance 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.

  8. Initiate—Respond—Evaluate (IRE)Evaluate the Pattern of Discourse • Refer to Kucan • Let’s discuss the article 

  9. 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? Are multiple constructions of knowledge possible?

  10. 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?

  11. Promising Discussion Ideas • A word about questions: • Use open-ended/interpretive questions • Increase wait time to allow students 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 disagreements. Encourage civilized discussion.

  12. Blue • Socratic Seminar • Five minute break. Rearrange the room. • Inner and outer circle. • Discuss 15 minutes then change roles.

  13. Socratic Seminar Blue  • Theme: Strength Essential Question: What is strength? •  Topical Questions. •  In your opinions, which characters in Blue are strong? • Why do you believe they are strong? • Please give examples from the story. • Why does Ann Fay see FDR as an icon of strength? • Do you agree with her? • Why or why not? • How is the strength of Ann Fay, FDR, and Imogene alike/different? • Do you believe Ann Fay’s ability to see past color make her stronger? • Why or why not • Cite evidence from the text. • Thinking about our discussion and the story, how do we define strength? • Do you think society defines strength? • Whose definition do you think is more accurate? • Why? • Who are people society may consider “strong” but may not meet our definition of strong? Why don’t they meet our definition of strength?

  14. To Do For 10/1 • Read It Takes Two Article • Finish Blue • Read Ch. 3 Notebook Know-How • Second draft of letter to FDR…use discussion from small groups to make changes, edit, etc. • Bring materials to work on MultiText

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