The Teacher's Guide to Leading Student-Centered Discussions: Talking about Texts in the Classroom

€ 26,49
Besorgung - Lieferbarkeit unbestimmt
April 2006



This book is written for those who value collaborative inquiry, open-ended questions, and student-centered classroom discourse. Leading student-centered discussions is natural for some people and not-so-natural for others. The teacher's role is more than following a set protocol or asking a series of questions. Like much of teaching, leading a discussion falls somewhere between science, art, and magic as the facilitator faces a constant stream of decisions based on ever-changing student behavior.
This book is a model for text-based discussions and provides a framework to make decisions that lead to student-centered conversations focused on the understanding of ideas. The book is divided into three sections. The first is for teachers new to student-centered discussions and describes the "science" of leading a discussion: the basic elements of student-centered, text-based discussions, and how to plan for them. The second delves into the "art" and "magic" of leading discussions and provides a framework for making decisions during discussions as the conversation develops. The third section offers a rich collection of strategies for problem-solving when discussions aren't going well and to guide the reader toward continuous improvement of facilitation skills. The book's decision-making framework stresses safety, authentic participation, challenge, and ownership, all of which will help teachers move from a basic level of understanding of discussion facilitation skills to a deepened understanding of the discussion process and the teacher's role within it.


About the Authors
Part I: Getting Started: The "Science" of Leading Discussions
1. The Fundamentals of Facilitating
Why Have Student Centered Discussions?
Essential Ingredients of a Student-Centered, Text-based Discussion, aka "Seminar"
The Architecture of a Discussion
Frequently Asked Questions and Tips for Beginners
Tips for Beginners
PART II: Becoming a Skillful Facilitator: The "Art and Magic" of Leading Discussions
2. Safety
Recognizing Safety Issues
Tone of the Discussion
Atmosphere of Safety and Respect
Creating a Culture of Inquiry
The Danger of Sarcasm
Feedback During Seminar
A Climate of Respect
3. Authentic Participation
Recognizing Authentic Participation Issues
Attention-Seeking Participation
Text-Focused Participation
Reflective Activity
Assessing Pauses in Conversation
Facilitator is Not the Focus
4. Challenge
Recognizing Challenge Issues
Assessing Understanding
Off-Topic Conversation
Repetitive Ideas and Statements
Challenging Ideas
5. Ownership
Recognizing Ownership Issues
Avoiding Anarchy
Facilitator Releasing Control
Student-Driven Discussions
6. The Seminar Decision-Making Model
Steps of the Decision-Making Process
Identifying the Issue
Identifying Possible Causes
Match to Primary Fulcrum
Identifying and Applying Possible Strategies
Determine Effectiveness of Strategy and Next Steps
PART III: Improving Student-Centered Discussions
7. Strategies for Ongoing Improvement Across All the Fulcrums
Seminar Mapping
Teaching the Fulcrums to Students
Seminar Folders
Peer Planning
Peer Coaching
Case Study
8. Strategies for Improving Specific Fulcrums
Seminar Ground Rules
Assigned Seats
Yellow Card, Red Card
Write Before You Talk
Role Play
Stop and Try Again
Building Safety Outside Seminar
Role Play
Have Seminars More Frequently
Ask The Students
Authentic Participation
Heads-Up Question
Round Robin
Inviting Quiet People to Speak
Reflective Writing
Follow-up Writing
Positive Reinforcement
Question Again
Pair Share/Write During Seminar
Map Connections
Where in the Text?
Ask Follow-Up Questions
Paraphrase and Probe
Pair-Share/Write during Seminar
Choosing a Different Type of Text
Good Questions
Relinquish the Reins
Wait Time
Favorite Text Phenomenon
Eye Contact
Don't Be Afraid-Drive
Look Around the Circle
Resource A - Training Guides
Using the Fulcrums for Professional Development
Working with Groups of Teachers
New Facilitators
Experienced Facilitators
Working on Your Own/Working with Individual Teachers
Individual Teachers
Resource B - Reproducibles


Michael S. Hale has served as a teacher, principal, professional developer, professor, university administrator, and educational software executive. His passion for student inquiry has resulted in many years of experience with participant-centered discussions in a wide variety of settings. A National Paideia Faculty member, he has worked with many teachers and students to develop the knowledge and skills to engage in idea- and text-based conversations. He currently spends most of his days as Vice President for Curriculum Consulting with VitalSource Technologies in Raleigh, NC, where he works with educators to transform didactic materials into more interactive digital formats. His formal education includes a B.A. in Philosophy from Auburn University and a M.A. and Ph.D in Curriculum and Instruction from the University of North Carolina.


"I would recommend this book to anyone who wants to teach students to improve their listening, critical thinking, social, or college success skills."
EAN: 9781412906357
ISBN: 1412906350
Untertitel: Sprache: Englisch.
Erscheinungsdatum: April 2006
Seitenanzahl: 120 Seiten
Format: kartoniert
Es gibt zu diesem Artikel noch keine Bewertungen.Kundenbewertung schreiben