Transcript Slide 1
Establishing a Culture of Talk: Constructing Norms and Procedures A Discussion is about… • Asking questions and posing problems • Voicing ideas using evidence • Listening to others • Monitoring for rigor • Responding to different ideas • Constructing understanding The goal of a discussion is to engage in rigorous talk! What makes a discussion rigorous? • Content is meaningful • Understanding is deepened • More than one person participates • Everyone has an equitable voice • Participants clearly communicate ideas, using evidence • Different ideas and opinions are valued • Participants actively listen How do I design a classroom where rigorous talk is central? Consider the classroom’s layout: • What message does the placement of the furniture give? • Where is the teacher’s desk located? • How are students’ desks arranged? When desks are facing front in rows, what message is being communicated? • The teacher is responsible for delivering content. • Students only need to listen when the teacher is talking. • Questions and responses between the teacher and students are one-on-one conversations. What are some configurations conducive to classroom discussions? Groupings of 4-6 desks are ideal for small group discussions when you want groups of students to work together to solve a problem. A horseshoe or circle of desks allows everyone to participate. These configurations send the message: We are all teachers; everyone’s voice is equal. The room is configured. What do I do now? Some teachers establish norms and procedures before engaging students in talk… A teacher might post norms and procedures prior to the start of the school year. This sends the message: I have high expectations and I’m confident you can achieve them. Another teacher might establish norms and procedures with the class at the start of the school year. This sends the message: We are a community of learners. Your ideas matter. Norms and procedures that a teacher posts prior to the start of the school year might look something like this: Norms • One person talks at a time • Participants should look at the speaker • Be respectful of differing opinions • Be prepared to participate Procedures • Transform the classroom set up in a safe and orderly way • Have materials ready • Leave the room in the condition you found it A teacher who chooses to establish norms and procedures with the class before a discussion might … Ask students for input on what is needed for a rigorous discussion: • Accept and list all student ideas • Categorize them to condense the list • Agree on 3-5 rules • “Try them out” during a classroom discussion • Talk about what worked/didn’t work and edit the list as needed * When the teacher has a norm or procedure they would like to add, a good strategy to use is to ask the class:“What do you think about…?” By inviting the students into the process, the teacher gives the students’ ownership. Some teachers establish norms and procedures in response to “dilemmas” that arise during a first classroom discussion… The teacher poses a provocative question: *Do schools have the right to use students’ social networking posts as evidence for imposing consequences? *Should students have the right to use cell phones in school? *Should recess be eliminated to provide more time for instruction? Questions like this “hook” students in a lively discussion that usually begins by itself. Inevitably “dilemmas” occur: *How can we hear if everyone talks at once? *How can we ensure all students have an equal voice? *Should there be a protocol for disagreements? Norms and procedures are developed in response to these quandaries. The class “tries them out” during a discussion, edits them after determining their effectiveness, and fine tunes them to develop norms and procedures the students believe they can live with. The students now have Ask the students: some experience with •Which fits their what it feels like to work learning styles best? with one another in •Should a classroom always be one way or constructing or refining the other? knowledge. •When does a lecture Most likely, they also havework? experience with what it •When does it work to feels like to have content share one’s understanding about the content? delivered to them via lecture. Once norms and procedures have been established, it’s important to post them in the classroom and revisit them often! To learn more about Establishing a Culture of Talk please email us at: [email protected]