Page 204 - Powerful Social Studies for Elementary Students 4th Edition

176 Powerful Social Studies for Elementary Students
What Do We Mean by Discourse and Discussion?
Although people use the terms discourse and discussion in different ways (often depend- ing on the subject matter), we provide some broadly conceptualized definitions, particu- larly in terms of their application to social studies education. Note that, when relevant, we sometimes use discourse and discussion interchangeably.
Discourse, simply put, is written or oral communication. Classroom discourse comes in many forms: informal or formal, written or oral, one-way or two-way, small group or whole class, among others. Discourse involves the exchange of ideas through writing or through conversation. Discourse can be a student’s entry in a journal and a teacher’s response, written signs or posters displayed in the classroom, a teacher’s directions for a class activity, a newsletter to families, or whole or small class dialogue about a public issue. Discourse is not just the words or language exchanged; it also involves the tone of language (in other words, “how you say it” as well as “what you say.”)
Discussion is a particular kind of classroom discourse, characterized by the fact that it is oral and involves a sustained exchange of ideas among several participants. Discussion involves students talking with and responding to one another and with the teacher. Dis- cussions in social studies classrooms should emphasize the specific skills and values needed by citizens in a democracy. Social studies discussions involve exchanges in which students do the following: offer their opinions on issues, supported with evidence, logic, or personal experience, agree or disagree with one another, listen to opposing viewpoints, and sometimes change their minds. Diana Hess (2009, p. 14), who has writ- ten extensively on discussion in social studies classrooms, specifies some common, agreed-upon features of discussion: (1) it is a dialogue among participants; (2) it leads to new knowledge or understandings as participants express their opinions and listen to those of others; and (3) it takes different forms and serves different purposes. For exam- ple, debate is one form of discussion. See Chapter 10.
The NCSS Standards for Civic Discourse
The NCSS Curriculum Standards indicate discussion as a criterion for good citizenship. The Introduction to the Standards states: “...the experiences students have in their social studies classrooms should enable learners to engage in civic discourse and problem-solving, and to take informed civic action” (NCSS, 2010, p. 12). One of the 10 themes is Civic Ideals and Practices. This theme refers to the many “processes” related to discussion (e.g., a high school process is “to participate in the process of persuading, compromising, debating, and negotiation in the resolution of conflicts and differences” (NCSS, 2010, p. 64). Another “essential social studies skill and strat- egy” for all grade levels is “dialogue with others who have different perspectives” (NCSS, 2010, p. 166).
Knowledge Construction
Effective discourse involves students actively constructing knowledge through dialogue with each other and the teacher. Constructivists believe that students learn by making connections between new information and existing networks of prior knowledge. They emphasize the importance of relating new content to knowledge that students already possess, as well as providing opportunities for students to process and apply the new
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