by Tricia Ebner, NBCT
There is a misconception that Ohio’s speaking and listening standards focus solely upon more formal speeches. However, the very first anchor standard in speaking and listening is: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. If we think about this from a practical perspective, this standard encompasses much of the speaking and listening student are likely to do not only in their academic lives, but throughout their careers as adults. Work across all kinds of fields in all kinds of contexts requires people to participate in discussions, whether it’s formal meetings or more informal, spur-of-the-moment problem-solving collaborations.
So considering all this, how do we as teachers help our students prepare for these kinds of activities? One of the most direct approaches we can take is a direct one: teach students the skills and strategies they need in group discussions. By taking a few minutes to break down the skills involved, model effective and ineffective behaviors, and then provide specific feedback to students, we can help them grow in their confidence and skills in this form of speaking and listening. Whatever subject area or grade level you teach, if you have your students participating in whole-class or small group discussions, you are helping students learn the skills and strategies they need for effective participation in discussions.
One approach to help students begin to see the behaviors necessary for effective group discussion are fishbowls. A fishbowl is a strategy that takes a single small group and places it in the middle of a larger circle. Those in the outer circle observe the discussion and behaviors of those in the inner circle. To make the expected behaviors really concrete, especially for younger learners, having a group model ineffective discussion behaviors can help them get a concrete picture of what not to do. Following that with a group modeling effective discussion behaviors is a great way of illustrating “Don’t do this; do that.”
Another strategy that helps students and teacher alike is the use of a checklist. A quick internet search will undoubtedly turn up several checklists. A checklist doesn’t have to be huge or elaborate. What are the two or three skills you’d like to see students focus upon in their group discussions? Put those onto a checklist, like this one I’ve used with my sixth graders. As students participate in their discussions, circulate and use the checklist to note what skills are being used effectively, and what might benefit from additional teaching and modeling.
Using checklists to monitor students’ progress in having effective discussions is useful in any content area. By making use of checklists, we can provide students with quick feedback and also make decisions about what to focus upon next. Whatever your content area or age group, consider using a checklist to monitor students’ skills the next time you have students working in a small-group or whole-class discussion.
Do you have a favorite discussion checklist to share? Contact us using the link below.
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