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Dynamic Discussion

Dynamic Discussion. CommonPlace #3 Kathryn Maggetti University of Southern California EDUC 513A Summer, 2012. The Question:. How can we, as teachers, formulate Literature into a constructivist and sociocultural activity?. Through DISCUSSION!. What makes for GOOD discussion?.

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Dynamic Discussion

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  1. Dynamic Discussion CommonPlace #3 Kathryn Maggetti University of Southern California EDUC 513A Summer, 2012

  2. The Question: How can we, as teachers, formulate Literature into a constructivist and sociocultural activity?

  3. Through DISCUSSION!

  4. What makes for GOOD discussion? 1. Scaffoldings by the teacher 2. Facilitating students to think further 3. Allowing for multiple perspectives

  5. 1. Scaffolding by the Teacher Opening the class up for discussion does not automatically make for a meaningful and thoughtful discussion. When asking the students to discuss, help the students think deeper by building up an idea through reflective and meaningful questions. A teacher can help students make the desired discovery by asking strategic questions to direct students toward a specific idea. Start with seemingly straightforward questions and build on them until you’ve reached something all together new and complicated.

  6. 2. Facilitating Students to Think Further When facilitating a classroom discussion, it is important to ask why. Why do you think that? Why is that the case? By doing this you can help your students to further understand their own thinking. Students are not only asked to better support their claim, but they are also asked to think metacognitively about their own thinking.

  7. 3. Allowing for Multiple Perspectives When leading a class discussion, make sure to allow for differing perspectives. As long as students can back up their claim with evidence from the text, there is no reason why multiple perspectives cannot be acceptable. This makes for a more dynamic conversation. Within discussion there should never be a by the book right or wrong perspective. Various readings of the text should be encouraged.

  8. Examples: Static Discussion Questions A) What did the protagonist do? B) What is the plot? C) When was this book written?

  9. Examples: Dynamic Discussion Questions A) What motivates the protagonist to act this way? Give evidence from the text. B) How would events have changed if…? C) How would people have reacted to this text at the time it was published? Why? What caused this kind of reaction?

  10. Example Text: Antigone Summary: Antigone is forced to choose between burying her brother and ‘helping the enemy’ or being loyal to her country and letting her brother die without the necessary religious honors. A) Does Antigone do the right thing by burying her brother? B) Should she be punished? C) Would you disobey one family member in order to honor another? D) In today’s society, how might people have reacted to her decision? Would they have been more accepting of her actions?

  11. Thank you. “Literature learning, in this view, involves creating and elaborating responses and interpretations within the constraints and resources or the text and classroom conversations-as a means of learning to enter into larger cultural conversations about interpretations and possible meanings” (Miller, 2003, pg. 289)

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