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