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Building a culture of discourse that leads to

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Stevi Quate

This document discusses building a classroom culture where discourse leads to understanding. It recommends that teachers initiate questions to engage students, respond to student answers, and evaluate responses to model discussion. It also stresses the importance of teacher stance, student readiness, and the nature of academic work in intentionally cultivating a culture of discourse that allows for understanding through discussion. The goal is for students to have meaningful discussions that help them understand ideas more fully.

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BUILDING A CULTURE OF DISCOURSE THAT LEADS TO UNDERSTANDING
Getting in thegame: Challengethatengages
I.R.E. I get to INITIATE the question. Then I get to RESPOND to your question. And now it’s my turn to EVALUATE your answer.
Nature of theacademicwork
Teacherstance
Studentreadiness
What does it take to intentionally build a classroom culture in which discourse leads to understanding?
If you build it, he will come.  Name the problem  Summarize author’s insights  Then synthesize  Create a poster with the synthesis. Whatdoes it take to build aculture? In groups

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Building a culture of discourse that leads to

Editor's Notes

  1. John and I are working on our new book about challenge that engages, and one common characteristic of those classes is discourse: talk fills the room – students to students, teacher to student, teacher to students.
  2. What is the nature of the academic work?As you can guess, students have to have complex work that requires discussion. Recently I watched a teacher have students identify literary elements in a group. They quietly went through the task. Then in another group, she asked how the story would change if the protagonist and antagonist reversed roles. Now she animated conversation.