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Objective
Apply academic discourse strategies (e.g., Think Pair Share, Fishbowl, sentence frames) across various instructional contexts.
⏳Suggested Time: 20mins
Intentional Student Discourse
Using Student Discourse
Using Student Discourse
Even though students may be on task and quietly paying attention in class, the atmosphere can sometimes be too quiet. Whether introducing new concepts, engaging in problem-solving, or participating in formative assessment, students need to be actively involved in the learning process (Forsell, n.d.). Discourse plays a crucial role in language, literacy, and other content areas of learning in all classrooms, as it enables students to be actively engaged in their learning. According to Rogers (2022), student discourse should be employed when teachers aim to encourage students to actively participate in discussions, share ideas, deepen their content knowledge, and develop critical thinking and communication skills. Of equal importance, student discourse is used when we want students to view themselves as valuable contributors to their learning (Toro, 2021). As groups of teachers collaborate in team meetings and/or Professional Learning Communities, they can plan learning activities and discuss strategies for student discourse.
Incorporating Student Discourse
Incorporating Student Discourse
In this section, you will see a video to the left of each of the four strategy descriptions. To access, click each video. Once the navigation menu appears, click the first icon (the square with an arrow). This will open the video in a new window. As you watch each video and read each description, visualize what each strategy can look like in your classroom.
Think-Pair-Share
Think-Pair-Share
Video Length - 3:02
Closed captions are provided with the YouTube video.
Think-Pair-Share is a collaborative learning strategy that supports differentiated instruction. Students are given a topic or prompt to independently think about their ideas. They then pair up to share their thoughts with a peer. After paired sharing is done, students will share with the entire class. Think-Pair-Share promotes conceptual understanding, encourages students to draw conclusions, and helps them consider others' perspectives (Simon, n.d)
Think-Pair-Share is a collaborative learning strategy that supports differentiated instruction. Students are given a topic or prompt to independently think about their ideas. They then pair up to share their thoughts with a peer. After paired sharing is done, students will share with the entire class. Think-Pair-Share promotes conceptual understanding, encourages students to draw conclusions, and helps them consider others' perspectives (Simon, n.d)
Fishbowl Discussion is a strategy for students to engage in meaningful group discussions (Facing History, 2017). With this strategy, there are two groups of students. One group will be inside the fishbowl, and the other group will make an outer circle. Students within the fishbowl discuss a topic, while those on the outside listen carefully. Groups take turns being inside and outside of the fishbowl. The Fishbowl Discussion is a great way to ensure that all students participate in the class discussion, build speaking and listening skills, and encourage reflection.
Fishbowl Discussion is a strategy for students to engage in meaningful group discussions (Facing History, 2017). With this strategy, there are two groups of students. One group will be inside the fishbowl, and the other group will make an outer circle. Students within the fishbowl discuss a topic, while those on the outside listen carefully. Groups take turns being inside and outside of the fishbowl. The Fishbowl Discussion is a great way to ensure that all students participate in the class discussion, build speaking and listening skills, and encourage reflection.
Turn and Talk is a strategy that enhances classroom engagement while developing oral language skills. Burkins and Yates (2024) indicated that utilizing Turn and Talk allows the teacher to gain valuable formative data and take critical anecdotal notes while listening to students share. The authors also explained that the strategy allows each student to have a voice and helps them learn to listen to one another. When students turn and talk, they have the opportunity to build on others' ideas and enhance their content knowledge (Stewart & Swanson, 2019).
Turn and Talk is a strategy that enhances classroom engagement while developing oral language skills. Burkins and Yates (2024) indicated that utilizing Turn and Talk allows the teacher to gain valuable formative data and take critical anecdotal notes while listening to students share. The authors also explained that the strategy allows each student to have a voice and helps them learn to listen to one another. When students turn and talk, they have the opportunity to build on others' ideas and enhance their content knowledge (Stewart & Swanson, 2019).
Philosophical Chairs is a whole-class strategy that is set up as a debate where students can be persuaded to shift their thinking (Fletcher, 2019). In this student-centered activity, the facilitator provides a topic that requires a yes or no response. Students are given time to write down their thoughts on paper. After writing, students are divided into three groups (yes, agree; no, disagree; or undecided) based on their stance on the topic. Serving as a facilitator, a student can moderate the conversation by reading the statement. Both sides alternate speaking. When listening to others, students can switch sides. Following the discussion, students have the opportunity to reflect on the discussion.
Philosophical Chairs is a whole-class strategy that is set up as a debate where students can be persuaded to shift their thinking (Fletcher, 2019). In this student-centered activity, the facilitator provides a topic that requires a yes or no response. Students are given time to write down their thoughts on paper. After writing, students are divided into three groups (yes, agree; no, disagree; or undecided) based on their stance on the topic. Serving as a facilitator, a student can moderate the conversation by reading the statement. Both sides alternate speaking. When listening to others, students can switch sides. Following the discussion, students have the opportunity to reflect on the discussion.
Strategy Cards
Explore the strategy cards below to learn more about the various student discourse techniques that can be applied across all content areas. Each card includes step-by-step instructions. Click the links to access each graphic. You may print the cards for easy reference and use them to model strategies with your students.
Scroll down for the Activity.
Activity #5
After viewing the videos and reading the strategy cards, think about how these strategies can be applied in your classroom. Use your NotesDoc to describe how you will integrate one of these strategies into a content area that you teach.
Scroll down for the Alignment to Standards.
Alignment to Standards
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The strategies on this page are aligned with the Learning Environments (InTASC), Instructional Strategies (InTASC), and Activities and Materials (SCTS) state and national indicators, as they support educators in creating equitable and collaborative learning activities that deepen critical thinking skills. As indicated in the strategy descriptions, the classroom environment should be designed to facilitate student-to-student interaction. An Environment indicator from the South Carolina Teaching Standards directly addresses this point, stating that the classroom environment is organized to encourage collaboration.
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