Talking in Class: Using Discussion to Enhance Teaching and Learning
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1 Talking in Class: Using Discussion to Enhance Teaching and Learning Larry R. Johannessen Associate Professor Department of English Telephone: (815) W. Lincoln Highway Fax: (815) Northern Illinois University DeKalk, Illinois for 96th Annual Convention: National Council of Teachers of English Nashville, Tennessee, November 16-19, 2006 Session D.39: Friday, November 17, 2006, 2:30-3:45 p.m., Talking in Class: Using Discussion to Enhance Teaching and Learning
2 Authentic Discussion in Classrooms: A Quiz Directions: Based on recent research (Nystrand, et al., 1997), how much authentic discussion do you think takes place on average in classrooms in America? 1. How much discussion takes place on average in 8 th grade classrooms per class period? a) a little over 15 minutes; b) about 6 minutes; c) less than 15 seconds; d) about 50 seconds. 2. How much small-group work (discussion) takes place on average in 8 th grade classrooms per class period? a) about 30 seconds; b) less than 15 seconds; c) about 6 minutes; d) a little over 15 minutes. 3. How much discussion takes place on average in 9th grade classrooms per class period? a) a little over 17 minutes; b) about 7 minutes; c) less than 15 seconds; d) about 1 minute. 4. How much small-group work (discussion) takes place on average in 9th grade classrooms per class period? a) a little over 2 minutes; b) less than 15 seconds; c) about 7 minutes; d) a little over 17 minutes.
3 Authentic Discussion in Classrooms: A Quiz Answers 1. d. about 50 seconds. 2. a. about 30 seconds. 3. c. less than 15 seconds. 4. a. a little over 2 minutes.
4 Discussion rarely occurs (Nystrand, 1997; Crystoph and Nystrand, 2001). Discussion is important (Applebee, 1996; Nussbaum, 1997; Graff, 1993; Meier, 1995; Hillocks, 1999). Discussion is tied to achievement (Nystrand, 1997; Applebee, Langer, Nystrand, Gamoran, 2003). Discussion is especially important for language minority students (Padron, Waxman & Rivera, 2003; Freeman, Freeman, & Mercuri, 2002, 2003). Facilitating discussion appears easy. Facilitating discussion involves skills that require practice and development McCann, Johannessen, Flanagan, & Kahn, 2006).
5 References Applebee, Arthur N., Judith A. Langer, Martin Nystrand, and Adam Gamoran. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40, 3 (Fall): Applebee, Arthur N. (1999). Building a foundation for effective teaching and learning of English: A personal perspective on thirty years of research. Research in the Teaching of English 33 (May): Applebee, Arthur N. (1996). The curriculum as conversation. Chicago: The University of Chicago Press. Atwell, Nancie. (1998). In the middle : new understandings about writing, reading, and learning, 2nd ed. Portsmouth, NH : Boynton/Cook. Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press. Boyer, Ernest L. (1985). High school: A report on secondary education in America. Harper Collins. Christenbury, Leila, and Patricia Kelly. (1983). Questioning: A path to critical thinking. Urbana, IL: NCTE. Cristoph, J. N. and Martin Nystrand. (2001). Taking risks, negotiating relationships: One teacher s transition. Research in the Teaching of English 36, 2 (November): Delpit, Lisa. (1996). Other people s children: Cultural conflict in the classroom: New Press. Elbow, Peter, and Pat Belanoff. (1989). Sharing and responding. New York : Random House. Freeman, Yvonne, David Freeman, and Sandra Mercuri. (2003). Helping middle and high school age English language learners achieve academic success. NABE Journal of Research and Practice (Winter): Freeman, Yvonne, David Freeman, and Sandra Mercuri. (2002). Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners. Portsmouth, NH: Heinemann.
6 Freire, Paulo. (1970). Pedagogy of the Oppressed. Trans. Myra Bergman Ramos. New York: Herder. Goodlad, John. (2003). A nation in wait. Education Week, 22, 32 (April 23). Goodlad, John. (1984). A place called school. New York: McGraw-Hill. Grossman, Pamela. and A. E. Richert. (1988). Unacknowledged knowledge growth: A re-examination of the effects of teacher education. Teaching and Teacher Education, 4, 1: Hillocks, George, Jr. (2002). The testing trap: How state writing assessments control learning. New York, N.Y.: Teachers College Press. Hillocks, George, Jr. (1999). Ways of thinking, ways of teaching. New York, N.Y.: Teachers College Press. Hillocks, George, Jr., E. A. Kahn and L. R. Johannessen. (1983). Teaching Defining Strategies as a Mode of Inquiry: Some Effects on Student Writing. Research in the Teaching of English, 17, 3 (October): Jago, Carol. (2001). Beyond standards : excellence in the high school English classroom. Portsmouth, NH : Boynton/Cook. Johannessen, Larry R. (1997). Examining pedagogical content knowledge in student teachers: A study of six student teachers from two graduate English education programs. Unpublished dissertation. University of Chicago. Johannessen, Larry R. (2003). Strategies for Initiating Authentic Discussion. English Journal, 93, 1 (September): Johannessen, Larry R. (2001). Teaching Thinking and Writing for a New Century. English Journal, 90, 6 (July): Johannessen, Larry R. (1990). Teaching Writing: Motivating Inquiry. English Journal, 78, 2 (February): Johannessen, Larry R., and Elizabeth A. Kahn. Chapter 7: Engaging Students in Authentic Discussions of Literature, (pp ). In T. M. McCann, L. R. Johannessen, E. A. Kahn, P. Smagorinsky, M. W. Smith (Eds), Reflective Teaching, Reflective Learning: How to Develop Critically Engaged Readers, Writers, and Speakers. Portsmouth, NH: Heinemann. Johannessen, Larry R. and Eizabeth A. Kahn. (1997). Teaching English Language Arts for a Technologyical Age. The Clearing House, 70, 6 (July/August): Johannessen, Larry R., Elizabeth A. Kahn, and Carolyn C. Walter. (1982). Designing and Sequencing Prewriting Activities. Urbana, IL.: ERIC/NCTE. Johannessen, Larry.R. and T. M. McCann. (2002). In case you teach English: An interactive casebook for prospective and practicing teachers. Upper Saddle River, NJ: Prentice Hall. Kahn, Elizabeth A., C. C. Walter, and L. R. Johannessen. (1984). "Making small groups work: Controversy is the key." English Journal, 72, 3 (February): Langer, Judith A. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 38, 4: Lee, Carol. (2001). "Is October brown Chinese? A cultural modeling activity system for underachieving students." American Educational Research Journal, 38, 1: Lortie, Dan C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
7 Marshall, James D., P. Smagorinsky, and M. W. Smith. (1995). The language of interpretation: Patterns of discourse in discussions of literature. Urbana, Illinois: NCTE. McCann, Thomas M. (2003). "Imagine this: Using scenarios to promote authentic discussion." English Journal, 92, 6 (July): McCann, Thomas M. (2006). Chapter 8: It s Always Something: Planning for Sustained Discussion, ( ). In T. M. McCann, L. R. Johannessen, E. A. Kahn, P. Smagorinsky, M. W. Smith (Eds), Reflective Teaching, Reflective Learning: How to Develop Critically Engaged Readers, Writers, and Speakers. Portsmouth, NH: Heinemann. McCann, Thomas M., Joseph M. Flanagan, Larry R. Johannessen, and Elizabeth A. Kahn. (2006). Talking in Class: New Directions for Classroom Discussion. Urbana, Illinois: NCTE. McCann, Thomas M., Larry R. Johannessen, Elizabeth A. Kahn, Peter Smagorinsky, and Michael W. Smith. Eds. (2005). Reflective Teachding, Reflective Learning: How to Develop Critically Engaged Readers, Writers, and Speakers. Portsmouth, NH: Heinemann. Meier, Deborah. (1995). The power of their ideas, Boston: Beacon Press. Mitchell, Diana, and L. Christenbury. (2000). Both art and craft : teaching ideas that spark learning. Urbana, Ill. : National Council of Teachers of English. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office. Nussbaum, Martha C. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, MA: Harvard University Press. Nystrand, Martin. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York, N.Y.: Teachers College Press. Nystand, Martin. (2006). Research on the Role of Classroom Discourse as It Affects Reading Comprehension. Research in the Teaching of English, 40, 4 (May): Orlich, David C., et al. (1998). Teaching Strategies: A Guide to Better Instruction, fifth Edition. Boston: Houghton Mifflin. Padron, Y. N., H.C. Waxman, and H.H. Rivera. (2003). Educating Hispanic students: Obstacles and avenues to improved academic achievement. ERS Spectrum (Spring): Probst, Robert E. (2004). Response and analysis: teaching literature in secondary school, second edition. Portsmouth, NH : Heinemann. Rosenblatt, Louise M. (1995). Literature as exploration, 5th ed. New York : Modern Language Association of America. Sizer, Theodore. (1984). Horace s compromise. Boston: Houghton Mifflin. Smagorinsky, Peter and P. K. Fly. (1994 ). A new perspective on why small groups do and don t work. English Journal, 83, 3 (March): Smagorinsky, Peter and P. K. Fly. (1993). The social environment of the classroom: A Vygotskian perspective on small group process. Communication Education, 42, 2 (April):
8 Smagorinsky, Peter and M.E. Whiting. (1995). How English teachers get taught: Methods of teaching the methods class. Urbana, IL: NCTE. Vygotsky, Lev. (1980). Mind in society : The development of higher psychological processes. Cambridge: Harvard University. Wilhelm, Jeffrey D., Tanya N. Baker, and Julie Dube. (2001). Strategic Reading: Guiding Students to Lifelong Literacy, Portsmouth: Heinemann. Zemelman, Steven, H. Daniels, and A. Hyde. (1998). Best practice: new standards for teaching and learning in America's schools, 2nd ed. Portsmouth: Heinemann.
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