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A vibrant and inclusive classroom discussion looks and sounds like students asking questions. It also includes the teacher not being the keeper of knowledge. Encouraging students to find answers, but maybe with support and guidance.

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While listening to Nicole, I found that my own beliefs align with hers. I want my students to feel safe to express their thoughts during a discussion, I don't want them to feel that their thoughts are either right or wrong, and I want them to grow to be more independent thinkers.

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A Vibrant and inclusive discussion looks like students actively listening. It sounds like they are questioning, referring to other points made and not a lot of teacher talk other than maybe guiding/follow up questions when student conversation starts to dwindle.

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I agree that students will not learn the content if I am talking at them the whole time. They must have conversations with each other to help their processing and comprehension. I really felt the statement about moving from linear learning to recursive learning. I love to help them find ways to apply classroom learning to real situations. I also agree that discussions need to be intentional.

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I really appreciate the breakdown of Nicole's beliefs. My thoughts align with hers. I agree that discussion needs to be intentional. I would like to add that it takes practice to be a discussion facilitator and do it well.

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I agree with Nicole´s believes, however, depending on the class, or group of students, it is not always possible to create great discussions. I try my best to validate my students´ answers and opinions, until they are comfortably sharing their thoughts.

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I agree with Nicole´s believes, however, depending on the class, or group of students, it is not always possible to create great discussions. I try my best to validate my students´ answers and opinions, until they are comfortably sharing their thoughts.

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Wonderful question! I think depending on each conversation, it might be a little different. However, a great and inclusive discussion would be about a topic that everyone has some insight on, or allowing them to create an opinion before hand or during. All students are engaged and interacting with each others thoughts and questions. The teacher might throw in some guiding questions, or questions to get them started, but after that students are leading the way. A great discussion sounds like everyone having room for contributing, and everyone feeling welcome and respected enough to do so.

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It looks like very engaged students, respectfully agreeing or disagreeing with their classmates. Also, making connections and collaborating with each other.  

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It looks like very engaged students, respectfully agreeing or disagreeing with their classmates. Also, making connections and collaborating with each other.  

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I found my beliefs align pretty closely with Nicole's.   I agree discussions need to be intentional and focused on discovery. It is important a safe environment is created where students feel like they can openly share their thoughts and ideas.

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An inclusive and vibrant discussion looks like students are interested and engaged. They are asking questions and actively listening to their peers. The teacher is merely guiding students to find information and is helping support their learning, but isn't steering their path. Also students are able to agree to disagree with respect to everyones feelings.

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My beliefs somewhat align with Nicole's, I do not agree with her first belief, but I do with her 2nd and 3rd. When she says discussions shouldn't come from right or wrong answers, I disagree because the students should be learning from right and wrong. The discomfort and learning comes from the open discussion and learning the right and wrong answer. It can't just be open ended . The teacher has the right and wrong answers and the students need to learn that. I like her point when she says I think thinking and discussions aren't just linear but " recursive" .

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I imagine a situation where students have some basic protocols for participating, so there's shared air and opportunity to contribute. That said, it has an energy as students are engaged/excited/eager to share and/or disagree/challenge each other's thinking. Students know and use language/phrases to acknowledge peers' thoughts before building on/countering/expanding the thought.

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I love the first belief about discovery, not proving a right/wrong and empowering students to really think critically and not recite "right" answers. As middle schoolers, our students are particularly ready developmentally to challenge ideas and have more autonomy in their learning. It can be uncomfortable for teachers to release control and act as facilitator instead of expert.

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A vibrant and inclusive classroom discussion looks and sounds like students asking and answering questions, postulating proactively, and respectful give and take of feedback .