Page 217 - Powerful Social Studies for Elementary Students 4th Edition

After you have carefully structured your lesson using classroom discourse as the major modality for developing content, prepare to digitally record it. Select several of the following criteria to guide assessment of your lesson. You can monitor your progress toward becoming an effective scaffolder of classroom discourse by continuing to record your lessons and expanding the criteria for your reviews. This activity can also be effective for peer coaching and collaboration. Share the results with your principal. Listen for:
Coherence Continuity
Wait time Exchange of ideas
Students’ work habits
• Do they give auditory evidence of working collabo- ratively to deepen their understandings of meanings and implications of the content?
• Do they clarify or justify their assertions?
• Do they generate original ideas?
• Do they show evidence of respect for each other’s
ideas?
• Do they make content their own by rephrasing it and considering its meanings and implications?
Teacher’s behaviors
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves
rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has the right to remove additional content at any time if subsequent rights restrictions require it.
• • •
• • •
•
• •
• • •
Do I show interest in students’ ideas?
Do I model problem-solving processes?
Do I acknowledge the difficulties involved in gain- ing clear understandings of problematic topics?
Do I emphasize higher-order thinking?
Do I distribute response opportunities widely?
Do I combine lectures and discussions with illus- trative materials and minds-on/hands-on learning activities?
Do I encourage students to interact among them- selves and respond to one another’s comments?
Do I demonstrate good listening skills?
Do I encourage students to share their thinking in large- and small-group settings?
Do I emphasize questions that move students systemat- ically toward the key social education understandings? Is my pacing appropriate, giving students time to reflect, question, and formulate responses?
Do I summarize and refocus when necessary?
CHAPTER 8 How Can I Use Discourse Powerfully? 189