Academic Dialogue

What is Academic dialogue?

Table 1:

Frayer Model of Academic Dialogue

Why is Academic Dialogue important?

In Social Studies we practice Academic Dialogue through discussion tasks. Discussion tasks help students engage in democratic practices and build community. Through discussion, students share ideas and lived experiences, test out new ways of thinking, deliberate approaches to issues and problems, and gain new perspectives. For inquiry, discussion tasks drive the investigation of questions, sources, and tasks. Discussion is essential for keeping the "social" in Social Studies and for becoming an Effective Communicator and Productive Collaborator (JCPS Backpack). Discussion, then, brings Democratic Classrooms to life. The following tables help teachers understand the benefits of discussion:

Table 2 provides a breakdown of the language of different words teachers use with students.
Table 3 provides a list to discuss with students and teachers to demonstrate how discussion benefits us.

Table 2:

Talking Terminology

Table 3:

How does discussion benefit us?

Where is Vocabulary Development During Instruction?

Table 4:

Instructional Framework with Academic Dialogue

Practicing Academic Dialogue

Considerations for Practicing Academic Dialogue

Students need specific strategies to participate in discussion tasks. Teachers should consider and establish what makes a good discussion--in terms of topics, process, and behavior. With each new strategy the teacher should consider their process for modeling, gradual-release, and practice with the various goals and structures of the discussion task. Teachers should think about the types of discussions that they wish to foster and facilitate in Democratic Classroom.

Before engaging in strategies the teacher should...

Establish high and clear expectations.
Consider how discussion might go well/poorly (Table 5).
Consider ways to think about the discussion you would like to have (Table 6).
Consider sources and literacy questions that will help guide or prepare students for the discussion.
Ensure students understand the procedures for the discussion task.
Consider the source set and organizational task to determine the discussion task.
Decide which discussion cycles best work with the source set, students, and type of discussion desired.
Plan how to move students Safely In Safely Out of the source throughout the discussion.

Table 5:

When do discussions go well/poorly?

Table 6:

What are ways to think about discussion?

Exercises to Practice Academic Dialogue

JCPS Created Exercises

Choose how to Engage the Supporting Question

Engaging the question helps learners center on and settle into the supporting question. The role of the engaging the supporting question is to make key connections to language in the disciplinary standards, previous inquiries, and students lives. Be sure to incorporate language from the KAS for Social Studies. Choose one of the following options to begin the inquiry lesson.

Instructions: Choose one or more of the following:

Focusing on the Question
- Questioning the Question
- What does this word mean?
- Brainstorm with a Partner
- Frayer Model

Sparking Curiosity with a Source
- QFT - Question Formulation Technique (QFT)
- VTS - Visual Thinking Strategy
Making Connections
- Contextualizing Questions within the CQ
- Background Mini-Lecture
- Background Essay (DBQ)

Choose a Discussion Task

Discussion tasks help learners work together to better understand questions and sources in order to complete organizational tasks. The role of discussion tasks is to gain perspectives and ideas to answer questions. Be sure to incorporate language from the KAS for Social Studies.

Instructions:

Consider the skills/thinking needed to complete the Formative Performance Task (FPT)
Consider how much time is needed for discussions
Choose a discussion task that can be adapted to address or practice skills/thinking and prepare students to answer the FPT

Discussion Tasks:

Choose the formative performance task (FPT)

Formative Performance Tasks (FPTs) help learners communicate their conclusions to answer supporting questions. The role of a formative performance task in the lesson is to demonstrate and improve students’ thinking through writing and speaking. FPTs can be written or verbal.

Verbal Formative Performance Tasks

NOTE: We recommend students should verbalize their conclusions on days they are not focused on writing. These Formative Performance Tasks (FPTs) should help scaffold students to build verbal arguments for Summative Performance Tasks.

Instructions:

Choose one Formative Performance Task from the JCPS Rubric
- Describe, Generalization, Explanation, Claim/Counterclaim
Choose a Formative Performance Task Stem
Choose a discussion task that will help students communicate their conclusions:

Discussion Tasks:

1-5+ Minutes: Think-Pair-Share | Spectrum

1-10+ Minutes: Line Dance | Numbered Heads Together | Take a Stand | Consensus Building

Reasoning Together Through Evidence

The Reason Together Through Evidence poster is a set of questions to help facilitate discussion over evidence from a source in a classroom. The questions are designed to challenge thinking, build momentum, and make connections.