Page 213 - Powerful Social Studies for Elementary Students 4th Edition

you sometimes can sustain discussions effectively by simply remaining silent, by asking students to respond to what their peers have said, by probing for elaboration (“Tell us more about that” or “Perhaps you could give some examples”), by asking indirect ques- tions (“I wonder what makes you think that” or “I was just thinking about whether that would make any difference”), by summarizing or restating what a student has said, or simply by making some declarative statement that adds to the discussion and indirectly invites further comment from students.
To encourage your students to participate optimally in discussions and get the most from them, you will need to socialize them to function as a learning community. Students will need to understand that the purpose of reflective discussion is to work collaboratively to deepen their understandings of the meanings and implications of con- tent. They will be expected to listen carefully, respond thoughtfully, and participate assertively but respectfully in group discussions. Students should help create the guide- lines for participating in a discussion, and these guidelines should be posted in the classroom for easy reference. The guidelines should be specific rather than general such as “respect others.” (Students often do not know what that looks or sounds like.) Have students generate specific guidelines, such as look at others when they are talking, do not interrupt, or do not engage in side-talking when others are talking. The teacher should model these guidelines so students understand them. Both in advancing their own ideas and in responding critically to their peers, students should build a case based on relevant evidence and arguments but avoid divisive or other inappropriate behavior.
Recent theory and research suggest that, even in the early elementary grades when students are just beginning to acquire a content base, teachers’ questions should be designed to emphasize sustained interactive discourse, not mere recitation. To the extent necessary, students should be taught to participate in such discourse in ways that support the development of the class as a collaborative learning community.
Consider involving students in a discussion about a matter of local interest. For example, should children be allowed to bring toys to school? Develop a series of prompts to promote discussion. For example, Why should children be allowed to bring toys to school? Shouldn’t children have the right or freedom to do so? Why shouldn’t children be allowed to bring toys to school?
Physical space can either encourage and inhibit productive classroom discourse, particu- larly discussion. When desks or tables are arranged in rows, in which students all face the same direction rather than each other, discussion can be stifled. Students need to be able to look at one another to exchange ideas. Arranging desks or tables in a horseshoe shape or in pods (for small group discussion) can help promote discussion since students
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CHAPTER 8 How Can I Use Discourse Powerfully? 185
Creating a Space for Classroom Discourse Focused on Discussion