Embedding Discourse into the
Classroom
Presenter Information
• We recommend that if your fee structure allows,
assure that each participant has a copy of the
book.
• In order to maintain intellectual property rights
and adhere to copyright requirements the
presenter must own a copy of Academic
Conversations Classroom Talk That Fosters
Critical Thinking and Content Understandings
by Jeff Zwiers and Marie Crawford
Learning Targets
• I can cite reasons for embedding discourse
into my classroom.
• I can apply the why, what and how of
discourse to my classroom.
• I can use protocols to structure discourse
with my students.
“Small Fires”
• Gather in a small group with chairs only (knee to
knee)
• Choose a starter/recorder
• Each person at the table tells:
–
–
–
–
Name
Role
How you feel about being here (positive and negative)
Your expectations
• Starter will give summary of
table responses to large group
Voices in the Room
Using a Black Marker
write everything you
currently know about
Discourse.
Discourse
Frame of
Reference
Circle Map Share
• Knee to Knee Partner.
• Take turns sharing what you wrote on your
Circle Map about discourse.
• You may add items from your partner using a
marker color other than black.
• You may also cross out any items that the
dialogue with your partner has caused you to
revise your thinking.
What is Discourse?
Definition of Discourse
Academic oral discourse is communication of
thought by words, talk, and conversation.
It includes purposeful reflection and
collaboration.
“… students ask one another about their thinking
and build on the responses of others. They cite
evidence, ask for elaborations and clarifications,
and extend understandings by using the
statements they have heard from their classmates
to form new ideas.”
Content-Area Conversations (ASCD, 2008) by Douglas
Fisher, Nancy Frey and Carol Rothenberg
Circle of Voices
• Read the definition of discourse
• Pick out a key word, key point, or phrase that is
significant to you
• Form a large circle when directed
• Participants randomly say their key word, point,
or phrase
• Some points will be repeated (and that’s okay)
• Activity is completed when everyone shares
once
Why Discourse?
Common Core State Standards
• SL.CCR.1 Write arguments to support claims
in an analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
• SL.CCR.3 Evaluate a speaker’s point of
view, reasoning, and use of evidence and
rhetoric.
“Discourse in the classroom is less than 2
minutes an hour and even less for struggling
students.”
Wilhelm and Smith, 2012
Student-Centered Discussion:
• https://www.teachingchannel.org/videos/str
ategies-for-student-centered-discussion
(7minutes)
What the Research Says About
Discourse?
Becoming an Expert on Reasons
for Discourse Activity
1. At your table are 23 cards with reasons for
embedding discourse.
2. Distribute the cards equally among the
people at your table.
3. As you read your assigned reason cards,
record on your reason handout key points,
ideas, etc. When directed you will be
sharing these with others at your table.
Expert Share
1. Pick a starter.
2. Round One:
1. Starter gives key points, ideas, etc. for one of their
reason cards.
2. Others in the group record on their handout notes
from that reason.
3. Continue sharing and recording until all members
at the table have shared their key points, ideas,
etc. for one of their reason cards.
3. Repeat rounds until all 23 reason cards have
been shared and recorded.
Reason Categorizing Activity
1. Based on what you know so far are there any
patterns that you see emerging for why we
should embed discourse in the classroom?
2. Discuss at your table.
3. Now, using the reason title cards at your table
and your notes from the previous activity, sort
the reason cards into categories determined
by your table group.
4. Write the title for your categories on index
cards and place above each grouping.
Break
Museum Walk
Based on what you just learned,
what are your top four reasons for
embedding discourse into your
classroom?
Record in the blank box on your
reason handout.
Table Share.
What Does Discourse Look Like?
A Model for Success for All
Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Teacher Responsibility
Whole Group - Model
“I do it”
Guided Instruction
“We do it”
Collaboration
Independent
Student Responsibility
“You do it together”
“You do it alone”
What Does Discourse Feel Like?
Collaborative Conversations
Add directions for collaborative conversation
protocol
Discourse Moves
Discourse Moves Expert Groups
• Read your assigned skill
–
–
–
–
–
•
•
•
•
Elaborate and Clarify pg. 45
Support Ideas With Examples pg. 47
Build on or Challenge a Partner’s Idea pg. 51
Paraphrase pg. 53
Synthesize Conversation Points pg. 55
Meet with others who read the same skill
Decide on key points
Go back to home table
Each person presents their skill to others at their
table
Video
1st Viewing of the Video
• As you watch this video, listen for 5
discourse skills/moves
– Elaborate and Clarify
– Support Ideas With Examples
– Build on or Challenge a Partner’s Idea
– Paraphrase
– Synthesize Conversation Points
• Record your observations on the discourse
moves placemat
Example of Classroom Discourse
• https://www.teachingchannel.org/videos/te
aching-the-n-word
Discourse Placemat
1st Viewing Video Discussion
• Share what your findings from the video
• What did you notice?
• What did you not notice?
Behind the Scenes Look
• As you watch this video a 2nd time think
about what this teacher and the students did
in order to reach this level of discussion?
• Take notes on the back of your placemat.
• As a table group record your group’s findings
on chart paper.
• Post on the wall
• Learning Walk
Example of Classroom Discourse
• https://www.teachingchannel.org/videos/te
aching-the-n-word
Structured Conversations Using
Text Sets
•
Developing Your Own Text Sets
• Give them time to work on this
Power of Discourse
Piles of Random Thoughts
Vs Constructed Ideas
Zwiers and Crawford, 2011
Stand up.
Make eye contact with someone you don’t know.
Discuss: What does this mean?
Be prepared to share.
Definition of Discourse
Academic oral discourse is communication of
thought by words, talk, and conversation.
It includes purposeful reflection and
collaboration.
“… students ask one another about their thinking
and build on the responses of others. They cite
evidence, ask for elaborations and clarifications,
and extend understandings by using the
statements they have heard from their classmates
to form new ideas.”
Content-Area Conversations (ASCD, 2008) by Douglas
Fisher, Nancy Frey and Carol Rothenberg
A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock,
Jones, & Walkup, 2009)
Depth of Thinking
(Webb)
+
Type of Thinking
(Revised Bloom,
2001)
DOK Level 1
Recall &
Reproduction
DOK Level 2
Basic Skills &
Concepts
DOK Level 3
Strategic Thinking
& Reasoning
DOK Level 4
Extended Thinking
Remember
- Recall, locate basic
facts, definitions, details,
events
Understand
- Select appropriate
words for use when
intended meaning is
clearly evident
- Specify, explain
relationships
- summarize
– identify central ideas
- Explain, generalize, or
connect ideas using
supporting evidence
(quote, text evidence,
example…)
- Explain how concepts or
ideas specifically relate to
other content domains or
concepts
Apply
- Use language structure
(pre/suffix) or word
relationships
(synonym/antonym) to
determine meaning
– Use context to identify
word meanings
- Obtain and interpret
information using text
features
- Use concepts to solve
non-routine problems
- Devise an approach
among many alternatives
to research a novel
problem
Analyze
– Compare literary
elements, facts, terms,
- Identify the kind of
events
information contained in a
– Analyze format,
graphic, table, visual, etc.
organization, & text
structures
-Analyze or interpret
author’s craft (e.g.,
literary devices,
viewpoint, or potential
bias) to critique a text
– Analyze multiple sources
or texts
- Analyze complex/
abstract themes
– Cite evidence and
develop a logical
argument for
conjectures based on
one text or problem
- Evaluate relevancy,
accuracy, & completeness
of information across texts/
sources
-Develop a complex
model for a given
situation
-Develop an alternative
solution
-Synthesize information
across multiple sources or
texts
-Articulate a new voice,
alternate theme, new
knowledge or perspective
Evaluate
Create
- Brainstorm ideas,
concepts, problems, or
perspectives related to a
topic or concept
-Generate conjectures or
hypotheses based on
observations or prior
knowledge and
experience
Red Skelton Explicating The
Pledge of Allegiance
• http://www.youtube.com/watch?v=TZBTyTW
OZCM
Explicating the Meaning of
Discourse
• “Paulo Freire was concerned with praxis – action that is
informed (and linked to certain values). Dialogue wasn’t just
about deepening understanding – but was part of making a
difference in the world. Dialogue in itself is a co-operative
activity involving respect. The process is important and can
be seen as enhancing community and building social
capital and to leading us to act in ways that make for justice
and human flourishing.”
http://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/
Quotes
Conservations not
only made us sound
smarter, I think they
actually made us
smarter.
Science wasn’t
very interesting
until we started
talking about it.
It was weird.
When we finished,
we had a totally
new idea.
When we talked to
each other, we put
our brains together,
we become one big
smart!
The book was only
so-so, but our
conversations about
it were awesome.
We were still
talking about
history when
class was over!
Teacher Quotes from the Group
What will discourse do for your students?
What will discourse do for your teaching?
How will discourse enhance your content?
What impact will discourse have on student
learning?
• How will discourse change the world around
you?
•
•
•
•
Resources
• Socratic Circles Fostering Critical and
Creative Thinking in Middle and High
School by Matt Copeland
• Academic Conversations Classroom Talk
That Fosters Critical Thinking and Content
Understandings by Jeff Zwiers and Marie
Crawford
• Inside the Black Box, 2nd Edition, Black
and Wiliam
• Conversation: The Comprehension
Connection by Ann Ketch
• Choice Words, Peter Johnston
• Opening Minds, Peter Johnston
• http://thehawnfoundation.org/sites/default/
files/Durlak_Weissberg_Metaanalysis%20of%20SEL%20Programs_CD_20
11.pdf
Examples of Classroom
Discourse
• https://www.teachingchannel.org/videos/te
aching-the-n-word
• https://www.teachingchannel.org/videos/usi
ng-socratic-seminars-in-classroom
• https://www.teachingchannel.org/videos/lit
eracy-analysis-lesson
Protocol Resources
• http://www.nsrfharmony.org/protocol/a_z.ht
ml
• Adaptive Schools