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Classroom talk is often used to check comprehension rather than develop thinking (Fisher, Frey, Rothenberg, 2008).
Classroom talk is often used to check comprehension rather than develop thinking (Fisher, Frey, Rothenberg, 2008).
Encourage discussions to develop deep understanding of content and increase students' academic language.
Encourage discussions to develop deep understanding of content and increase students' academic language.
Response vs. Discussion
Response vs. Discussion
A Response is...
A Response is...
•Short correct or incorrect answers
•Short correct or incorrect answers
•Confirms whether “they got it” or “didn’t get it”
•Confirms whether “they got it” or “didn’t get it”
•Linked to student engagement with more opportunities to respond
•Linked to student engagement with more opportunities to respond
•Quick feedback opportunity for teachers to monitor understanding
•Quick feedback opportunity for teachers to monitor understanding
•May be expressed as incomplete sentences
•May be expressed as incomplete sentences
A Discussion is...
A Discussion is...
•Open-ended thinking
•Open-ended thinking
•Preparation necessary for teacher/student
•Preparation necessary for teacher/student
•Extended responses are well developed, thoughtful
•Extended responses are well developed, thoughtful
•Responses may be partially correct, “getting there”
•Responses may be partially correct, “getting there”
•Has a form of back-and-forth exchange
•Has a form of back-and-forth exchange
•May continue over more than one class period
•May continue over more than one class period
Academic Discussion Structures
Academic Discussion Structures
“Human intelligence is primarily developed through speaking and listening. The quality of our lives depends on the quality of our thinking and on our ability to communicate and discuss what we think with others. Talk is intrinsic to literacy and to our ability to form relationships with others. It is the foundation of both verbal and emotional intelligence.” (Fisher, 2007)
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