1. Learning Dialogues Sue Morrell, NBCT Dakota Writing Project January 9, 2008

2. Discussion in the Classroom As a teacher, what do you already know about students, reading, and discussion? As a teacher, what do you already know about students, reading, and discussion? What does discussion look like in your classes? What does discussion look like in your classes? What issues/problems/concerns do you face when fostering discussion for learning? What issues/problems/concerns do you face when fostering discussion for learning? Write: 3-4 minutes (list OK) Share Write: 3-4 minutes (list OK) Share

3. What the research says… Adrienne Mack-Kirchner, Straight Talk for Today’s Teacher 85% of the questions in school are “known response” questions (48) 85% of the questions in school are “known response” questions (48) “We turn our students into learning machines when we help them formulate questions and then seek answers.” (46) “We turn our students into learning machines when we help them formulate questions and then seek answers.” (46) Great inquiry questions lead to more questions, ergo more learning (48) Great inquiry questions lead to more questions, ergo more learning (48)

4. What the research says… McCann, et. al., Talking in Class We need to create classrooms where inquiry is driven by student discussion rather than teacher talk. (32) We need to create classrooms where inquiry is driven by student discussion rather than teacher talk. (32) Teachers & students function best in “discovery” mode (54) Teachers & students function best in “discovery” mode (54) Prewriting scaffolds class discussion-- to encourage thoughtful exploration, students need to be engaged, challenged, puzzled, & prepared (55) Prewriting scaffolds class discussion-- to encourage thoughtful exploration, students need to be engaged, challenged, puzzled, & prepared (55) Discussion supports deeper reading-- as students develop the specialized language of argument and analysis in discourse, they improve their analytical thinking strategies (152) Discussion supports deeper reading-- as students develop the specialized language of argument and analysis in discourse, they improve their analytical thinking strategies (152)

5. What the research says… Sheridan Blau, The Literature Workshop: Teaching Texts and Their Readers, 2003 Students need to “discover their own power to interpret and interrogate a difficult literary text” (bio note) Students need to “discover their own power to interpret and interrogate a difficult literary text” (bio note) “We can understand a text and regard ourselves as competent readers of it even though we still have questions about it.” (41) “We need to give our students at every stage lots of opportunities to talk about their emerging understanding as it falters and progresses…” (42) Lecturing to students about the intentions in difficult reading material prior to reading fosters dependence on the teacher’s interpretation. (43) Lecturing to students about the intentions in difficult reading material prior to reading fosters dependence on the teacher’s interpretation. (43)

6. Focus/Objectives (my classroom) Inquiry and critical thinking Inquiry and critical thinking Probing questions Probing questions Connections Connections Text to text Text to text Text to self Text to self Text to world Text to world Invitation to risk Invitation to risk Preparation for extended learning Preparation for extended learning

7. The Teaching Model Let’s begin….

8. Pre-write Think of an ambition, a goal, a deep desire. Think of an ambition, a goal, a deep desire. Step into these shoes: You have a once-of- a-lifetime golden opportunity to achieve that ambition. Step into these shoes: You have a once-of- a-lifetime golden opportunity to achieve that ambition. What are you willing to sacrifice to achieve that goal? (Write: 5 minutes) What are you willing to sacrifice to achieve that goal? (Write: 5 minutes) Share (optional) Share (optional)

9. Text background King Duncan visits Macbeth at home King Duncan visits Macbeth at home Lady Macbeth urges Macbeth to grab the opportunity at hand Lady Macbeth urges Macbeth to grab the opportunity at hand Macbeth ponders his once-in-a- lifetime golden opportunity… alone Macbeth ponders his once-in-a- lifetime golden opportunity… alone

10. Step 1. Read and Annotate Freely As you read the excerpted soliloquy, write questions in the margins, highlight key words, make notes about your thoughts, uncover meaning – no wrong way to do this! As you read the excerpted soliloquy, write questions in the margins, highlight key words, make notes about your thoughts, uncover meaning – no wrong way to do this! Rank your understanding of the text, after this first reading, on a scale of 1 to 5, with 1 being low and 5 being high. Rank your understanding of the text, after this first reading, on a scale of 1 to 5, with 1 being low and 5 being high. Listening session (students talk, teacher listens) Listening session (students talk, teacher listens)

11. Step 2. Read again This time, discuss with a partner what you know and do not know about the text. You might pursue your earlier annotations, or you might just talk about things that confuse you both. This time, discuss with a partner what you know and do not know about the text. You might pursue your earlier annotations, or you might just talk about things that confuse you both. Once again, rank your understanding of the text based on the scale of 1 to 5. Once again, rank your understanding of the text based on the scale of 1 to 5. Full class discussion again: Students talk about new understandings and puzzles; teacher listens. Full class discussion again: Students talk about new understandings and puzzles; teacher listens.

12. Step 3. Frame Questions Write a question to clarify [SAY question] Write a question to clarify [SAY question] What does the text say? What is the information here? What facts do you see? What words do you wonder about? What does the text say? What is the information here? What facts do you see? What words do you wonder about? Example: What does the speaker mean by “trammel up”? Example: What does the speaker mean by “trammel up”? Work with a partner. Work with a partner.

13. Step 4. Questions (cont’d) Write a question to determine meaning [MEAN question] Write a question to determine meaning [MEAN question] What does the text (a word, phrase or line) suggest? What thoughts and emotions does it call up? What is the character’s intention or motivation when he says this line? What does the text (a word, phrase or line) suggest? What thoughts and emotions does it call up? What is the character’s intention or motivation when he says this line? Example: What might the speaker be suggesting when he refers to a “spur to prick the sides of my intent”? Example: What might the speaker be suggesting when he refers to a “spur to prick the sides of my intent”? Work with a partner. Work with a partner.

14. Step 5. Questions (cont’d) Write a so what? question [MATTER question] Write a so what? question [MATTER question] Why does ____ matter to the audience? How does ____ connect to the world we know? Why does ____ matter to the audience? How does ____ connect to the world we know? Example: Do leaders in the throes of decision- making second-guess themselves? Example: Do leaders in the throes of decision- making second-guess themselves? Work with a partner. Work with a partner.

15. Discussion 1. Category 1 questions: Say 2. Category 2 questions: Mean 3. Category 3 questions: Matter **

16. From the questions & discussion, let’s move forward… Reader writes: Learning summary. Reader writes: Learning summary. What questions or ideas did you hear today that made you think? What questions or ideas did you hear today that made you think? What puzzles or confuses you still? What puzzles or confuses you still? What questions continue to interest you? What questions continue to interest you? What connections can you draw between this text and your world? What connections can you draw between this text and your world? May be framed as an exit slip… May be framed as an exit slip…

17. Works Cited Mack-Kirschner, Adrienne. Straight Talk for Today’s Teacher: How to Teach So Students Learn. NH: Heinemann, 2005. Mack-Kirschner, Adrienne. Straight Talk for Today’s Teacher: How to Teach So Students Learn. NH: Heinemann, 2005. McCann, Thomas M., Larry R. Johannessen, Elizabeth Kahn, & Joseph M. Flanagan. Talking in Class: Using Discussion to Enhance Teaching and Learning. IL: NCTE, 2006. McCann, Thomas M., Larry R. Johannessen, Elizabeth Kahn, & Joseph M. Flanagan. Talking in Class: Using Discussion to Enhance Teaching and Learning. IL: NCTE, 2006. Blau, Sheridan. The Literature Workshop: Teaching Texts and Their Readers. NH: Heinemann, 2003. Blau, Sheridan. The Literature Workshop: Teaching Texts and Their Readers. NH: Heinemann, 2003.