STUDENT-LED DISCUSSIONS TO REINFORCE READING nnknn We will examine strategies for facilitating student-led discussions using a PowerPoint presentation and role-playing activities

AGENDA Philosophy and Research on Student Discussion Groups Group Roles and Discussion Starters Student-Led Discussion Activities Connections Review/Wrap Up

DISCUSSION vs. JIGSAW nnknn 3

CONSTRUCTIVIST DISCUSSION MODEL: PHILOSOPHY Students learn best when they are engaged in meaningful conversations Student learning is enhanced when they are actively involved in the classroom Students engaged in instructional conversations can initiate their own inquiries and construct their own meaning.

DISCUSSION GROUP RESEARCH Promotes deeper understanding of text Leads to higher level thinking and problem solving Improves communication skills Allows students to test their own ideas and consider opposing points of view Fosters greater levels of class participation Gambrell, L. 1996. What Research Reveals About Discussion. In L.B.Gambrell and J.F. Almasi (Eds.) Living Discussions! Fostering Engaged Reading (pp.25-38). DE: International Reading Association. Goldenberg, C. 1994. Instructional Conversations: Promoting Comprehension Through Discussion. Reading Teacher: 46(4):316-326. Morrow, L. and L. Gambrell. 2000. Literature-based Reading Instruction. In M.Kamil, P. Mosenthal, P.D. Pearson, R.Barr (Eds.) Handbook of Reading Research, Vol III:563-586. NJ: Lawrence Erlbaum Associates.

HIGHLIGHTS Students sitting in groups Stopping points throughout reading to process Students actively engaged Students better prepared to participate as whole class Teacher acts as a facilitator Routine strategies Modified directions when appropriate

GROUP ROLES / RECIPRICAL TEACHING Questioning Clarifying Summarizing Predicting

DISCUSSION STRATEGIES Save the Last Word for Me Seed Discussions Socratic Seminar Mind Streaming/Preview Pairs Read and Say Something

CONNECTIONS Goals Discussion Student-Led Thinking Product Assessment Students need to understand their thinking Cognitive verbs to support higher level Students initiate their own thinking and meaning Leads to higher level thinking and problem solving Product Oral Student-Led Discussion Assessment Self-Critique Peer Critique Teacher Critique Discussion rubric Facilitation Individual academic responsibilities during collaborative tasks Student Roles Reflection Includes the main content, skills, and purpose of lesson Students reflect on reading throughout the discussion using the discussion strategies

STUDENT DISCUSSION ROLES

GROUP PARTICIPATION DISCUSSION RUBRIC ASSESSMENT: GROUP PARTICIPATION DISCUSSION RUBRIC Exceptional (5 points) Very Good (4 points) Adequate (3 points) Poor (2 points)   Topic Focus All comments are topic related Most comments are topic related Some comments are topic related Few comments Participation All members share ideas and all members respond to one another Most members Half of the members share ideas and Less than ½ of the ideas and respond to one another Respect listen when others speak and speak when appropriate Most of the members listen when others speak and speak when when others speak and speak when appropriate Total:

INDIVIDUAL PARTICIPATION DISCUSSION RUBRIC ASSESSMENT: INDIVIDUAL PARTICIPATION DISCUSSION RUBRIC

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