PEDAGOGY PRESENTATION

Classroom Deliberation

WHAT IS DISCIPLINARY LITERACY? “Disciplinary literacy involves the use of

reading, reasoning, investigating, speaking, and writing required to learn and form complex content knowledge appropriate to a particular discipline.”

DL involves close/critical reading of complex texts, deep understanding, collection of evidence across sources, an inquiry approach to learning, collaborative inquiry, and reflection.

WHAT DL IS NOT DL is not a new term for “reading in the

content areas” and general literacy strategies about accessing and organizing text.

DL’s goal is to help each student read and comprehend the texts of each discipline, and develop discipline-specific habits of reading, writing, speaking, knowing, and communicating that will help develop both his/her content and literacy.

DL LEARNING FRAMEWORK

1. Knowledge and thinking go hand in hand2. Learning is apprenticeship3. Teachers as mentors of apprentices4.Classroom culture socializes intelligence5. Instruction and assessment drive each other

SKILLS Sourcing

Examine source information Analyze primary sources

Corroboration Read multiple accounts and perspectives

Contextualization Understand context

Close reading Use evidence to support claims Ask good questions Read, analyze, write

CIVICS HABITS OF MIND Value inquiry Understand and apply civics concepts/civic

knowledge Critical analysis of information Consider multiple perspectives Evaluate ideas Draw logical conclusions Defend a position (or stand) through

evidence & reasoning Synthesize knowledge Identify & critically discuss cause-effect

relationships

ACCOUNTABLE TALK: DEFINITION

Accountable Talk refers to: Accountability to the Learning Community: is “talk that

attends seriously to and builds on the ideas of others; participants listen carefully to one another, build on each other’s ideas, and ask each other questions aimed at clarifying or expanding a proposition” (Michaels et al., 2007). 

Accountability to Standards of Reasoning “is talk that emphasizes logical connections and the drawing of reasonable conclusions.

Accountability to knowledge: “is based explicitly on facts, written texts or other publicly accessible information that all individuals can access.” 

DISCIPLINARY LITERACY ELEMENTS FOR EVERY CLASSROOM

Rigorous learning environments Classroom norms that reflect high

expectations and habits of mind Large amounts of close, purposeful,

rigorous, and critical reading followed by discussions

Writing Ongoing academic discussions,

collaborations Much teacher modeling, facilitation, &

monitoring of student learning

THANK YOU…. To Dr. Vicky Zygouris-Coe of the University of Central Florida for the preceding information on disciplinary literacy and accountability talk!

AGENDAIn this presentation, we will: • talk about a model for classroom

discussion: deliberation• discuss appropriate purpose statements,

subject matter, and opening questions for deliberation

• provide examples of how a deliberation model might be organized in the classroom

WHAT DOES ‘DISCUSSION’ MEAN?

DISCUSSION DEFINITIONWalter Parker (2001): “A kind of shared inquiry, the desired

outcomes of which rely on the expression and consideration of diverse views”

Requires an “inquisitive stance” An activity by which “shared

understanding” may be achieved Important both as a “way of knowing”

and as a “democratic way of being with one another”

DELIBERATIVE DISCUSSION Deliberation

Discussions aimed at deciding on a plan of action that will resolve a problem that a group faces

DELIBERATION

PurposeReach a decision about what “we” should

do about a shared problem Improve discussants’ powers of

understanding Subject Matter

Alternative courses of action related to a public (shared, common) issue or problem

Opening QuestionWhat should we do?

WHAT MIGHT A DELIBERATION LOOK LIKE? Selecting a Powerful Issue

“Powerful” means an enduring issue that is important to the unit of study at hand

For SS.7.C.3.8/3.9 (Legislative Branch/Process)Possible focus questions for the legislative process: “Should Congress pass a law about violent video games? If so, what should the law say?”http://www.deliberating.orgIn this instance, students would be deliberating AND role-playing a Congressional committee.

WHAT MIGHT A DELIBERATION LOOK LIKE? Articulating the Purpose of the

DeliberationOn what problem/issue do we need to try to

reach consensus?

WHAT MIGHT A DELIBERATION LOOK LIKE? The Teacher’s Role in the Deliberation

Provide the opening prompt: “See if you can come to a consensus on this issue, or at least clarify the disagreement.”

Circulate among the teams to listen and keep students on track.

WHAT MIGHT A DELIBERATION LOOK LIKE?

Establishing Norms for the Deliberation Hear all sides equally Listen well enough to respond to and build

upon each other’s ideas Don’t use loud talking as a substitute for

reasoning Back up opinions with clear reasons Speak one at a time

WHAT MIGHT A DELIBERATION LOOK LIKE? Using the Structured Academic Controversy Model

Students research one or several points of view and then communicate their findings in a structured format.

SACs promote teaching about a controversy without requiring students to take a dualistic stance or marginalizing students whose personal beliefs are different from those of the majority.

Students are asked to state their perspective, compare their perspective with others, and come to a consensus agreement with their peers.

The research and discussion stages require students to think divergently, find out more information about the issues, and reason constructively about alternative solutions or decisions.

SACs should give students adequate class time to present content knowledge and diverse perspectives, as well as time for clarification questions, small-group discussion, large-group discussion, and consensus-building.

SAC PROCEDURE In groups of 4, students read background material

on the issue Each group breaks into two pairs; each pair is

assigned a different position on the issue (pro and con) and given readings to study supporting arguments for their side

Each pair plans and presents its position to the other pair

Then, pairs switch sides; each pair “feeds back” the other pair’s position until each is satisfied that they have been understood

The pairs “dissolve” and become a team of 4 again; they drop their previous positions in order to reason together towards consensus on the issue

BUT! There are other discussion methods

that work well:

Press ConferenceTown MeetingAnd of course, the jury trial involves its own form of deliberation, which we will look at shortly.

Let’s look at an example of each from the classroom of Mrs. Wendy Ewbanks (Annenberg Foundation video).

SIMULATION RESOURCES Simulations on Congress and Executive Branch

http://congress.indiana.edu/e-learning-module-the-dynamic-legislative-process (The Legislative Process)

http://congress.indiana.edu/e-learning-module-how-member-decides-vote (How Members of Congress Decide to Vote)

https://www.icivics.org/curriculum/legislative-branch (Lawcraft, Voting in Congress)

http://score.rims.k12.ca.us/activity/cabinet/ (Presidential Cabinet Simulation)

SIMULATION RESOURCES Simulations on Judicial Branch

https://www.icivics.org/games/supreme-decision (Supreme Decision)

https://www.icivics.org/node/210/resource (Argument Wars)

NOW LET’S LOOK AT JURY DELIBERATION

C.3.11 and C.2.6 Lesson Plan

“Twelve Angry Men”