1. SMALL GROUP DISCUSSIONS WITH A CRITICAL-ANALYTIC STANCE Collaborative Reasoning

2. Purpose/Agenda Purpose  Share information about Collaborative Reasoning and provide time for planning for individual classrooms/schools Agenda TimeActionPurpose 1:05-1:35Presentation/DiscussionShare information about Collaborative Reasoning Sessions 1:35-2:10ApplicationProvide time for planning, exploring of resources, and collaborating 2:10-2:15Wrap-UpShare final thoughts/questions

3. The “WHAT” Collaborative Reasoning is…  “a forum for children to think and talk out loud…to help internalize a schema for argument” and, although it improves comprehension, its goal is to “promote growth in students’ abilities to engage in reasoned argumentation” (Clark et al., 2003, p. 586)

4. The “WHY” Practice/Rehearsal Common Core  Argumentative Schema/Writing  21 st Century Skills:  Demonstrate independence  Respond to the varying demands of audience, task, purpose, and discipline  Comprehend as well as critique  Value evidence  Come to understand others’ perspectives and cultures

5. The “HOW”: Key Considerations Overview Participants Text Discussion Questions During Discussion  Discussion Norms  Teacher Role  Steps  Instructional Moves

6. The “HOW”: Participants & Texts Participants  Small groups (3-5)  Homogeneous/heterogeneous  One small group/whole class of small groups Text  Authentic  Engaging  Discussion-promoting

7. The “HOW”: Discussion Questions CR questions demand  Stance  Textual evidence  10-25 minutes to discuss

8. The “HOW”: Discussion Norms Created prior to discussion Reviewed day of discussion Example: Stick to the topic Do not talk while others are talking Try to look at both sides of an issue Make sure everyone has the chance to participate Respond to the idea and not the person

9. The “HOW”: Teacher Steps 1. The teacher poses a central question concerning a dilemma faced by a character in the story or a central issue in the text. 2. Students freely explain their positions on the central question. 3. They expand on their ideas, adding reasons and supporting evidence from the story and everyday experience. 4. They challenge each other’s thinking and ways of reasoning. 5. At the end of the discussion, a final poll is taken to see where everyone stands. 6. Finally the teacher and students review the discussion and makes suggestions on how to improve future discussions.

10. The “HOW”: Teacher’s Instructional Moves

11. Scaffolding the “HOW” Text Access  T-charts Discussion Norms  Fishbowl  Instructional Moves  Language Frames I disagree with ___ because ____ The reason I believe _____ is _____ The facts that support my idea are____ In my opinion, ______ One difference between my idea and your is______ (Fisher & Frey, 2012, p. 82)

12. Your Turn Participants Text  www.newsela.com www.newsela.com  www.thinkcerca.com www.thinkcerca.com  www.izzit.com (current events tab) www.izzit.com  www.theatlantic.com www.theatlantic.com Discussion Questions During Discussion  Discussion Norms  Teacher Role  Steps  Instructional Moves

13. Examples…

14. Final Thoughts/Questions Take-Away: How would you summarize today’s work in one sentence? Literacy Wiki: www.ccsliteracyresources.wikispaces.com www.ccsliteracyresources.wikispaces.com