Building and Assessing Oral Proficiency in the English Classroom Linda Hanrahan Ithaca College lhanrahan@ithaca.edu

Why is discussion important? During discussion, our students can learn to: Express their ideas clearly Discover the ideas of others Make connections to a text, a topic, an issue Develop the skills of synthesis and integration Explore a diversity of perspectives Develop the habits of thoughtful participating adults

Why is discussion important? Better understand what they have read Provide support and evidence for their ideas Write more effectively Build critical thinking skills Learn effective problem solving strategies Use academic language Recognize and reconsider their assumptions Improve their oral proficiency

Common Core Standards for Speaking and Listening The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. An important focus of the speaking and listening standards is academic discussion in one‐on‐one, small‐group,and whole‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1 CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-Literacy.SL.9-10.1 CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Skills of effective discussion Is prepared for discussion, with text(s) and related notes Expresses ideas clearly and persuasively Acknowledges and builds on the ideas of others Refers to evidence from texts and other research Collaborates in a thoughtful, well-reasoned exchange Asks questions about broader themes or larger ideas Responds thoughtfully to questions posed by others Actively incorporates others into the discussion Clarifies, verifies, or challenges ideas and conclusions Responds thoughtfully to diverse perspectives Summarizes points of agreement and disagreement Qualifies or justifies own views and understandings Makes new connections in light of the evidence and reasoning presented during the discussion

Why isn’t there more discussion? Recitation is “safer” We worry about “covering” the content Discussion can be difficult to predict Discussion can be difficult to manage Some students talk too much and dominate discussion; others are quiet and seldom talk We aren’t comfortable with silence We aren’t comfortable with our own silence

How can we move toward having good discussions in our classrooms? Classroom environment of trust Respect for the ideas of others Meaningful texts, topics, and issues Thoughtful, open-ended questions

How can we teach our students to participate effectively in discussion? Consider the physical set-up of the room Model, acknowledge, and teach the behaviors of good discussion -the language (“It seems to me that…” “That’s an interesting idea.” I agree with X.” -the non-verbal behavior (eye contact, head nodding, body leaning toward speaker)

How can we teach our students to participate effectively in discussion? Model effective small-group discussion Model ineffective small-group discussion Teach students how to prepare for discussion Provide SCAFFOLDING – preparation structured activities practice

SCAFFOLDING for discussion Preparation for discussion -reading journals/logs/concept maps -in-class warm-ups/quick-writes -online postings Structured activities that involve TALK -from pairs to full-class discussion Practice -regular opportunities for discussion -at first, formative assessment only

Assessment of Discussion Specific skills and full discussion Assessment by teacher -of the whole group -of small groups -of individuals Assessment by student -self-assessment -of individual peer

Skills of effective discussion Is prepared for discussion, with text(s) and related notes Expresses ideas clearly and persuasively Acknowledges and builds on the ideas of others Refers to evidence from texts and other research Collaborates in a thoughtful, well-reasoned exchange Asks questions about broader themes or larger ideas Responds thoughtfully to questions posed by others Actively incorporates others into the discussion Clarifies, verifies, or challenges ideas and conclusions Responds thoughtfully to diverse perspectives Summarizes points of agreement and disagreement Qualifies or justifies own views and understandings Makes new connections in light of the evidence and reasoning presented during the discussion

Resources you may find helpful: McCann, T.M., Johannessen, L.R., Kahn, E. & Flanagan, J. M. (2006). Talking in class: Using discussion to enhance thinking and learning. Urbana, ILL: National Council of Teachers of English. Rothstein, D. & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard University Press. Zweirs, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-Bass. Zweirs, J. & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Portland, ME: Stenhouse.

Resources you may find helpful: A very useful site for videos of discussion: https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion A very useful website for sharing ideas: https://ncte.connectedcommunity.org/Home/