SMALL GROUP DISCUSSIONS WITH A CRITICAL-ANALYTIC STANCE
Collaborative Reasoning
Purpose/Agenda
Purpose Share information about Collaborative Reasoning and
provide time for planning for individual classrooms/schools
AgendaTime Action Purpose
1:05-1:35 Presentation/Discussion
Share information about Collaborative Reasoning Sessions
1:35-2:10 Application Provide time for planning, exploring of resources, and collaborating
2:10-2:15 Wrap-Up Share final thoughts/questions
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)
The “WHY”
Practice/Rehearsal Common Core
Argumentative Schema/Writing 21st 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
The “HOW”: Key Considerations Overview
Participants TextDiscussion QuestionsDuring Discussion
Discussion Norms Teacher Role
Steps Instructional Moves
The “HOW”: Participants & Texts
Participants Small groups (3-5) Homogeneous/heterogeneous One small group/whole class of small groups
Text Authentic Engaging Discussion-promoting
The “HOW”: Discussion Questions
CR questions demand Stance Textual evidence 10-25 minutes to discuss
Examples Non-Examples
Should the Ant have given food to the Grasshopper?
Should students be required to wear uniforms?
Was it right for Jonas to lie?
Who is the main character of the story?
What is the first step in the process of photosynthesis?
What is a cause of the Revolutionary War?
The “HOW”: Discussion Norms
Created prior to discussionReviewed day of discussionExample:
Stick to the topicDo not talk while others are talkingTry to look at both sides of an issueMake sure everyone has the chance to participateRespond to the idea and not the person
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.
The “HOW”: Teacher’s Instructional Moves
Instructional Move Example
Prompting “Do you have any evidence for that?”
Modeling “When I’m thinking about the reasons for myposition, I ask myself ‘What am I assuming if I say this is a good reason: (example)’?”
Asking for Clarification
“How is that different that what John Doe said?”
Challenging “Some people would say (reason from the opposing side). How would you respond to that?”
Encouraging “That was an excellent counterargument.”
Summing Up “So far, we’ve heard four arguments for why Kelly should leave. Which of those do you think are really strong, and which are not as strong?”
Fostering Independence
(nothing); instead of asking questions, restate ideas and attach students’ names
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)
Your Turn
Participants Text
www.newsela.com www.thinkcerca.com www.izzit.com (current events tab) www.theatlantic.com
Discussion QuestionsDuring Discussion
Discussion Norms Teacher Role
Steps Instructional Moves
Examples…
Final Thoughts/Questions
Take-Away: How would you summarize today’s work in one sentence?
Literacy Wiki: www.ccsliteracyresources.wikispaces.com