Reinforcing Reading with Discussion

Classroom Examples of Reinforcing Reading with Discussion

According to Cavanaugh (2001) the following are the reasons for conducting classroom discussions:

• Humans process event verbally
• Speech makes thinking visible, concrete
• Discussion is a way of testing and exploring new ideas
• Students acquire knowledge and insight from diverse points of view
• Conversation provides practice with problems and concepts
• Students awareness of, and tolerance for, ambiguity or complexity increases
• Students recognize and investigate their assumptions
• Attentive, respectful listening is encouraged
• Students become connected to a topic
• It shows respect for students' voices and experiences
• Students are affirmed as co-creators of knowledge
• It develops the capacity for the clear communication of ideas and meaning
• It develops habits of collaborative learning
• Students develop skills of synthesis and integration

From Cavanaugh, C. (2001). Guide to Classroom Discussions. University of North Florida College of Education and Human Services. Available online at http://www.unf.edu/~ccavanau/GuidetoClassroomDiscussions.htm#_Toc514496410

Finding Common Ground: Using Logical, Audience-Specific Arguments
When students write argumentative or persuasive essays, they often ignore the viewpoints of their opponents, who are the potential readers of their essays. In this lesson by Susan Spangler, students use a hypothetical situation to predict and articulate the audience’s resistance to the arguments they present. After students have examined the opposing view, they begin to revise their arguments based on their new speculation so as to better counter the opponent logically. They learn to look for common ground from which their arguments might grow. The activity becomes a lesson not only in choosing arguments but also in anticipating audience reaction and adapting to it.

[Rogers, C. R. 1961. On Becoming a Person. Boston: Houghton.]
http://www.readwritethink.org/lessons/lesson_view.asp?id=938

Discussion Webs in the Classroom
Discussion Webs are a graphic aid that can help students to look at both sides of an issue before drawing a conclusion. They teach students to organize their thinking, examine other points of view, and better comprehend their reading materials.

[Alvermann, D. (1991). “The Discussion Web: A Graphic Aid for Learning Across the Curriculum” in The Reading Teacher October]
http://www.educationworld.com/a_lesson/lesson/lesson032.shtml

Planning a Socratic Lesson
The Socratic Method is a classical technique that leads students to recognize contradictions between values they avow and the choices they make, demonstrating by means of the process that they have the power to choose. This lesson plan is designed specifically for discussions regarding ethical choices and moral values. It is a way of using Socratic Method as a tool for helping young people know and do what's right.

[Elkind, D. & Sweet, F. (1997). “The Socratic Approach to Character Education.” Educational Leadership. May 1997.]
http://www.goodcharacter.com/Article_2.html

Concept Chairs / A Format for Classroom Discussion
This activity provides a structure for drawing participants into a discussion. The discussion for the "Concept Chairs," by Marion O’Quinn, is based on a unit of study that assesses the effectiveness of the Judicial System while examining various types of justice within society (social, personal and constitutional). It is a lesson plan for Grades 9–12 English Language Arts, Social Studies and Computer Technology Skills. The primary texts, fictional literature and non-print sources provide the basis for this discussion.
http://www.learnnc.org/lessons/MarionOquinn5232002714