Page 80 - EdViewptsSpring2020

providing a skill-based social prac- opportunity to participate in a
tice, partner conversations could also structured conversation with the Whereas NJSLS
develop students’ sense of identity expectation students use academic teaching points focus
and promote and recognize different discourse anchored by a text fostering
perspectives within the classroom. a euphonious exchange of dialogue. on process and skill
One way to differentiate partner Teachers have the autonomy to elicit development in text-
conversation is to integrate discussion student discussion based both on based questions
prompts that include personal con- culturally responsive texts as well as (e.g., determining
nections in the explorations of diverse prompt students with cultural context
texts. Whereas NJSLS teaching points based questions. importance, identifying
focus on process and skill develop- Recently, we observed Michelle Fran- genre and structure,
ment in text-based questions (e.g., cis, ELL teacher, facilitate a discussion
determining importance, identify- protocol in her ESL Intermediate course evaluating/analyzing/
ing genre and structure, evaluating/ and prompted students with the ques- synthesizing texts), it is
analyzing/synthesizing texts), it is tion, “Should students learn about Rosa also possible to make
also possible to make room for our Parks and does it relate to today’s is-
students’ cultural perspectives that sues?” Prior to the lesson, Ms. Francis room for our students’
stem from prompts to share per- activated student schema discussing cultural perspectives
sonal connections. Although only Civil Right issues in their native coun-
one person speaks at a time during a try and making comparisons to issues that stem from prompts
seminar-style discussion, partner talk in the U.S. Students also viewed a to share personal
is an efficient way to let everyone in video and read a biographical text on connections.
the classroom express their diverse Rosa Parks. Ms. Francis planned for
perspectives with more efficiency. scaffolds for formal language output
Moreover, teachers could maximize by creating and distributing a graphic As a recent example, middle school
engagement and learning by mov- organizer that meaningfully scaffolded English teachers in our district explored
ing around the room, listening in to the discussion by modeling sentence the poem “What Love Isn’t” by Yrsa
various pairs, and selecting a specific starters and sentence stems. In turn, Daley-Ward, noting the author’s ap-
response to be shared with the class. students built off previous comments, proach to define love by contrasting it to
less-than-loving situations and emo-
In the context of a lesson, a teacher cited their texts, and respectfully chal- tions. Subsequently, some teachers
might ask students to read and lenged or reinforced their classmates’ used the poem’s approach to support
annotate "Silence" by Tu-Uyen expressions. their thematic study of community in
Nguyen with a lens that explores the To reiterate, intentionally planning Lois Lowry’s The Giver. Next, individuals
nuances of the author’s Vietnamese the use of culturally responsive and student partnerships submitted their
American identity. After some shared texts and immersing students in a own brief descriptions and perspec-
reading and discussion on the poem’s structured platform where students tives on community on a shared Google
content, style, and perspective, a can share their viewpoints and beliefs document. The teachers culled from
teacher might ask student partnerships delivers dual actions in the culturally each student’s submission to harvest
to address: How does Nguyen’s responsive classroom. one conglomerate poem that was later
cultural identity compare or contrast revised and edited by the entire class.
with your own cultural identity? Shared Poetry Writing While the idea of publishing student
Shared poetry, too, can promote work is not new, the artistic genre of po-
Personal and Cultural more culturally responsive classroom etry and the harmonious experience of
Connections in Whole Group endeavors. In short, it’s possible writing together in a shared poem lends
Discussion to explore diverse poems as itself to the principles of cultural respon-
Turn and talks build discussion skills mentor texts that model cultural siveness like no other.
toward more sophisticated whole representations, perspectives, and To sum up, deliberate and strategic
group discussion. Teachers can writing styles followed by giving use of partner conversation, discus-
consider integrating whole group students some guided opportunities sion protocols, and shared poetry
discussions as they continue to to have-a-go at writing in similar writing alongside the integration of
build a classroom culture steeped styles in guided practice. newer and diverse texts promote more
in an appreciation for student voice. culturally responsive classrooms.
Protocols such as the Socratic
Seminar give all students the

Educational Viewpoints -78- Spring 2020