Module 2: Discussion: Planning Instruction for EBs Videos
In responding to the video showing strategies for student-centered discussion (see available video below), I found that beginning the lesson with student reflection and a guiding question provided a jumping-in point for each student in a personal, authentic manner. It empowered the students to identify what was meaningful to them and contribute from a very personal vantage point. It’s an easy entry to a conversation where there are no right or wrong answers, just a reflection on what caught your attention. It’s also a great way for scholars (I love the way Jenna used this word in the first video) to consider additional pieces of information that their peers share. To that point, it reminds me of a warm-up before working out, gently stretching your thoughts and preparing you to dig deeper into the content.
Sarah, the teacher, ensured that it was a student-centered and student-led conversation by first and foremost knowing the content of what she was teaching. She aligned her objectives with Common Core standards to give her lesson structure, and yet, prodded students with guiding, open-ended questions. She actively listened and validated the input of all of the students.
Two things that struck me the most that also answer the question, “What does it mean for a teacher to prepare for a discussion?” are the comments Sarah made unrelated to the 8-9 specific and official components of her preparation. She said, “Prepare as if you are coming as a student,” and “This is why I love to teach because I get to learn with them.” It is exactly this curious and open-minded teaching philosophy which prepares Sarah for any organic twist or turn her classroom discussion might take.
Reply Eric Wolford
I think the fact that Sarah comes into her discussions as though she was a participant definitely helps the students feel more comfortable in saying what they have to say about the reading. If you were to come into a discussion as the moderator, guiding the discussion to where you want it to go, you will either find yourself frustrated when students don't naturally come up with your conclusions or students will likely opt to be silent - as they know you as the teacher aren't being sincere. Now that is not to say you shouldn't have an ideal destination for your conversations, as Sarah demonstrated clearly in the video, but if students feel they need to diverge from where you want the conversation to go, you should have the humility to let the students explore. Heck, you might learn something new about what you're reading about along the way!
Reply Michelle Johansen
Melinda, I like the way you described the student reflection time as "the warm-up before working out." That's a great articulation of the goal. I'm going to steal that for my college students since they sometimes grumble about writing their thoughts down. You're right that it can be a low-stakes way for students to get engaged with the text, their classmates, and the overall discussion. As I watch the video of the discussion, it became clear to me that Sarah regularly used these methods in the classroom -- both she and the students were comfortable with each other and it was apparent the high level of trust everybody felt in the environment.
Sarah, the teacher, ensured that it was a student-centered and student-led conversation by first and foremost knowing the content of what she was teaching. She aligned her objectives with Common Core standards to give her lesson structure, and yet, prodded students with guiding, open-ended questions. She actively listened and validated the input of all of the students.
Two things that struck me the most that also answer the question, “What does it mean for a teacher to prepare for a discussion?” are the comments Sarah made unrelated to the 8-9 specific and official components of her preparation. She said, “Prepare as if you are coming as a student,” and “This is why I love to teach because I get to learn with them.” It is exactly this curious and open-minded teaching philosophy which prepares Sarah for any organic twist or turn her classroom discussion might take.
Reply Eric Wolford
I think the fact that Sarah comes into her discussions as though she was a participant definitely helps the students feel more comfortable in saying what they have to say about the reading. If you were to come into a discussion as the moderator, guiding the discussion to where you want it to go, you will either find yourself frustrated when students don't naturally come up with your conclusions or students will likely opt to be silent - as they know you as the teacher aren't being sincere. Now that is not to say you shouldn't have an ideal destination for your conversations, as Sarah demonstrated clearly in the video, but if students feel they need to diverge from where you want the conversation to go, you should have the humility to let the students explore. Heck, you might learn something new about what you're reading about along the way!
Reply Michelle Johansen
Melinda, I like the way you described the student reflection time as "the warm-up before working out." That's a great articulation of the goal. I'm going to steal that for my college students since they sometimes grumble about writing their thoughts down. You're right that it can be a low-stakes way for students to get engaged with the text, their classmates, and the overall discussion. As I watch the video of the discussion, it became clear to me that Sarah regularly used these methods in the classroom -- both she and the students were comfortable with each other and it was apparent the high level of trust everybody felt in the environment.