Differentiating Classroom Discussion (Online Reflection #1)

Although I have only been at my placement for a couple of weeks, I have already begun to notice trends regarding student participation, especially in class discussions.  In class discussion, both in small and large groups, is an essential part of the English/Language Arts classroom and the learning process in general.  In order for my students to be successful in my MT and I’s classroom, they need to be able to express their thoughts and ideas about our classroom work and turn them into articulate statements.

What I have noticed specifically so far in my placement is a lack of participation in whole group discussion.  I want my classroom to be a collaborative environment where students feel comfortable expressing themselves and their ideas.  On the other hand, when students are asked to pair up with one of their classmates and share their opinions and writing they are engaged and fully focused on the task at hand – real learning seems to be happening. These observations led me to put on my cap as a “teacher researcher” and try to discover why this is a tendency for my students and what I can do to ensure that I am using the best educational practices to support their learning.

When I first began my research, I didn’t realize how whole-group discussion can negatively impact students. But, it seems through research and practical experience in the classroom, this is true.  According to Randy Bomer (2011), while teachers are excited by whole-class discussion that might “hook students into an intellectual life” (a prospect that most definitely thrills me), these are inefficient ways of distributing discourse and participation (p. 18).  This means that whole-class discussion, meant to engage students in literacy activities and thinking, can often turn students off and should be used less than it is in today’s classrooms.

A way to combat the passive behavior that can result from whole-class discussion and teaching is simply by utilizing partnerships and small(er) groups.  Much research supports the use of small groups in facilitating class discussion and getting students involved in the subject matter.  “Small groups offer special opportunities for active learning and substantive conversation that are essential for authentic achievement” (Cohen, 1994, p. 1).  Utilizing cooperative learning, in which students can work together in groups that encourage participation on a clear task without direct supervision of the teacher, will increase collaborative and cooperative learning.  Although small groups can be effective in the English/Language Arts classroom, Bomer (2011) notes that students must first be taught how to engage in discussions respectfully, knowing how to listen and respond to each other, and how to have different points of view (p. 11).   Teachers must take a proactive stance in instructing students how to perform these tasks as well as facilitate and model questioning skills that will increase comprehension and understanding.  Setting parameters and varying discussion types will hopefully yield more significant and participatory discussions (Finley, 2013).

My preliminary research has created an opportunity for me to explore some options regarding increasing participation in my pre-student teaching classroom.  Because I have honors level seniors, the first strategy that I want to try is literature circles with the memoir we are reading, The Glass Castle. Giving students the ability to explore a text in depth with only a discussion framework, and limited teacher involvement will hopefully allow them to feel comfortable analyzing and interpreting a text in depth and with their peers.  I also like the literature circle activity because, especially as an introduction to discussion, it gives students the ability to develop their thoughts and ideas about a text outside of the classroom and on their own time; this will hopefully encourage participation during the in-class dialogue!

Throughout the semester, I want to continue my research into student participation in class discussion using other small-group techniques; including fishbowl discussions, Socratic seminars, and more.

References:

Bomer, R. (2011).  Building adolescent literacy in today’s English classroom (1^st ed.).  Portsmouth, NJ: Heinemann.

Cohen, E. G. (1994).  Restructuring the classroom: Conditions for productive small groups. American Educational Research Association, 64.1.

Finley, T. (2013).  Rethinking whole class discussion. Edutopia. Retrieved from http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley.