Fostering Classroom Discussion vs Arpan Chokshi mrchokshi achokshihinsdale

Fostering Classroom Discussion vs Arpan Chokshi | @mrchokshi | achokshi@hinsdale 86. org Instructional Innovation Coach & Social Studies Teacher at Hinsdale Central HS Access this presentation’s handout at: www. tinyurl. com/discussnotes

Are there any objectives or topics that you would like us to address that are not listed below? ○ Objectives-- Participants will be able to: ○ Share reasons for encouraging discussion in the classroom ○ Identify strategies for students to: ○ Generate their own questions ○ Create norms for discussions ○ Lead/facilitate their own discussions ○ Topics/Agenda: 1. Introduction: Challenges with Discussions 2. Discussion Types 3. Student Created Rubric 4. Preparing Students for Discussions: Question Stems 5. Discussion Format: Harkness & Spider Web

Discuss with 2 -3 people: (1) What’s your name and WHY? (2) What is your role in schools/education? (3) What challenges do teachers face fostering student-led discussions?

Types of “discussion” (Mc. Cormick & Kahn)

What are the benefits of having students create a rubric for evaluating discussions?

Harkness Discussion: Pre-Reading Questions PRE-READING ACTIVITY Summary with Keywords PURPOSE Ensure comprehension of article Questions Critically analyze text from the Text Support argument with evidence Beyond the Text Connect text with students’ life & the world SAMPLE Write a 2 sentence summary using KEYWORDS from the reading and demonstrating the relationship between those keywords. For example: “____ argues that ____ and supports this argument by ____. ” KEYWORDS to include are: ______ Star important/interesting lines from the article, and write related questions: What did the author mean by…. Did you agree with the argument that…. . , How is this similar/different to… Why did the author… Write 2 questions that requires critical thinking and deep discussion to answer. These questions should be about how the reading connects to broader themes. Example: How has your life been affected by wealth/poverty? How can the government best address the issue of poverty?

Use the Blooms Taxonomy starters to write 2 -3 questions, one from each category: mild, medium and hot. SAMPLE TEXT-- Liberated Learning is: 1. Developing the skills needed in the 21 st century to break the cycle of poverty. 2. Decolonizing our minds, stopping our worship of the West, being proud of being African by emphasizing learning of African history, languages, religions and culture over others. 3. Freeing our minds & society from racism, gender inequality, and homophobia. 4. Cultivating civically engaged youth who are empowered to reform government & create stable institutions free from corruption. (Chokshi 2017)

Use the text below to write questions on your handouts in chart titled: Blooms Question Starters Liberated Learning is: 1. Developing the skills needed in the 21 st century to break the cycle of poverty. 2. Decolonizing our minds, stopping our worship of the West, being proud of being African by emphasizing learning of African history, languages, religions and culture over others. 3. Freeing our minds & society from racism, gender inequality, and homophobia. 4. Cultivating civically engaged youth who are empowered to reform government & create stable institutions free from corruption. (Chokshi 2017)

Use the disagreeing respectfully and asking clarifying question starters to have a real, meaningful discussion. SAMPLE TEXT-- Liberated Learning is: 1. Developing the skills needed in the 21 st century to break the cycle of poverty. 2. Decolonizing our minds, stopping our worship of the West, being proud of being African by emphasizing learning of African history, languages, religions and culture over others. 3. Freeing our minds & society from racism, gender inequality, and homophobia. 4. Cultivating civically engaged youth who are empowered to reform government & create stable institutions free from corruption. (Chokshi 2017)

Mindful Minute Learn to be present

DISCUSS THE TEXT BELOW WITH YOUR GROUP USING 12 OF THE QUESTIONS YOU WROTE Liberated Learning is: 1. Developing the skills needed in the 21 st century to break the cycle of poverty. 2. Decolonizing our minds, stopping our worship of the West, being proud of being African by emphasizing learning of African history, languages, religions and culture over others. 3. Freeing our minds & society from racism, gender inequality, and homophobia. 4. Cultivating civically engaged youth who are empowered to reform government & create stable institutions free from corruption. (Chokshi 2017)

How can showing students this data help them improve their student-led discussions over the course of a term/year? SOURCE: ALEXIS WIGGINS

Final Thoughts Arpan Chokshi | @mrchokshi | achokshi@hinsdale 86. org Instructional Innovation Coach & Social Studies Teacher at Hinsdale Central HS Access this presentation’s handouts at: www. tinyurl. com/discussnotes

APPENDIX Additional slides if time permits.

4 Corners/Taking Temperature ○ Stand on your toes if you completely agree, stay seated if you completely disagree, or somewhere in between to the falling statements: ○ Classroom discussion is a valuable activity for developing students critical thinking skills. ○ Every student in the world must learn English ○ ○

Use the Blooms Taxonomy starters to write 2 -3 questions, one from each category: mild, medium and hot. SAMPLE TEXT: BENEFITS OF LECTURE Lectures are effective because the presenter’s passion for the topic can be transferred to students. It also makes large amounts of information accessible to students in a short amount of time. Finally, lectures can model the thinking of an expert in the field. SOURCE: Bonwell (1996) & Cashin (1985)

Use the sharing your thinking, disagreeing respectfully and asking clarifying question starters to discuss the sample text. SAMPLE TEXT: BENEFITS OF LECTURE Lectures are effective because the presenter’s passion for the topic can be transferred to students. It also makes large amounts of information accessible to students in a short amount of time. Finally, lectures can model the thinking of an expert in the field. SOURCE: Bonwell (1996) & Cashin (1985)