Common Core Georgia Performance Standards Facilitating Student-Led Discussions, K-12 Part 1: Rationale and Discussion Formats Cynde Snider.

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Presentation transcript:

Common Core Georgia Performance Standards Facilitating Student-Led Discussions, K-12 Part 1: Rationale and Discussion Formats Cynde Snider

Essential Question How might I incorporate discussion in my classroom?

Learning Targets I can cite evidence to support the teaching of discussion skills. I can describe 3 to 5 different types of age-appropriate student-led discussions.

Improving Adolescent Literacy Evidence-Based Practice Recommendations for Improving Adolescent Literacy Recommendation Level of Evidence Provide explicit vocabulary instruction. Strong Provide direct and explicit comprehension strategy instruction. Provide opportunities for extended discussion of text meaning and interpretation. Moderate Increase student motivation and engagement in literacy learning. Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists. Source: Kamil, et al. (2008)

CCR Anchor Standards for Speaking & Listening Comprehension & Collaboration Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Presentation of Knowledge & Ideas Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. PARCC non-summative assessment of speaking and listening skills: locally scored, required

Learning Targets I can cite evidence to support the teaching of discussion skills. I can describe 3 to 5 different types of age-appropriate student-led discussions.

Structured Student-Led Discussion Formats (Handouts 1a & 1b) Body voting Chalk Talks* Conversational Moves Generating Truth Statements Rotating Stations* Snowballing Socratic Seminars Think/Pair/Share

Empowering (Rather than Enabling) Start small—allow student to discuss with teacher, then with selected peer, additional peers, etc. Provide student with opportunities to practice “scripted” contributions before the actual discussion. Establish cueing system between teacher and student. Plan threaded discussions using Wiggio, Google Docs, etc. Conduct real time, online discussions.

Learning Targets I can cite evidence to support the teaching of discussion skills. I can describe 3 to 5 different types of age-appropriate student-led discussions.

Essential Question How might I incorporate discussion in my classroom?

Resources Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge. Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger T., & Torgensen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8.

Cynde Snider Georgia Department of Education csnider@doe. k1. ga Cynde Snider Georgia Department of Education csnider@doe.k1.ga.us 404-657-9971