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The kids have to think on their own which is a form of critical literacy in itself. They have to think of questions and analyze and apply the information to the discussion, which is critical literacy. The kids could find more connections (text to text, text to self, text to world) in terms of other ways to model critical literacy.

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We think that the teacher led discussion had questions at a higher level in Bloom's. This is because in the student led discussion, the students primarily discussed the plot of the story, but in the teacher led discussion, the teacher prompted the students to think about how the characters felt and also to relate the scenarios presented in the book back to the students' real lives.

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If the students learned about different types of questions they can pose about the books they read, they might be able to guide their own discussions in the way that their teacher had. For example, if the students used the 6 Signposts or sentence starters (like we used in our literature circle a couple weeks ago), their discussions might delve deeper into why things happen as opposed to just discussing what happened.

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The teacher led discussion seemed to be more effective for student learning because the teacher could direct the conversation in certain ways and lead to more critical thinking whereas the student led discussions focused on one thing.
We did think that the student led discussion held each other more accountable for their learning however.

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We think the student led discussion had questions at a higher level in Bloom's. Having the students lead the conversation gave the students the opportunity to think deeply and converse with each other. It gave them the opportunity to think about their peer's opinions, instead of simply just answering comprehension questions. They discussed the role the author had in the community, which is a critical thinking aspect that was not discussed at all in the teacher led discussion

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The teacher definitely demonstrated how to have this type of discussion. The teacher should maybe assign roles to help make the discussion more organized and flow better. Also, the teacher could provide an hourglass to control the amount of time each student speaks for, in addition to allowing each student allotted time to speak. Also, providing prompts with sentence starters may help.

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We think that the teacher led discussion was more effective for student learning because it gave them a pathway on what could be discussed. If students have no direction than they may talk about the same thing over and over again leading them to talk in circles, where teachers can could promote different questions in order to have students think outside of the box.

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We think that the student lead discussion was higher because it involved more independent, less guided thought processes.

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Both discussions could make a case for which was more effective. However, the student lead discussion allowed the students to fully listen to their peers' ideas and it was a more comfortable setting. But, in the teacher lead discussion, more subject material was discussed because higher level thinking was more involved and every student got the chance to speak. So, finding a middle ground would be the best form of discussion.

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We think the teacher led discussion was more effective for student learning because it offered the students a basic comprehension of the book. In the student led discussion, many students were not participating, so while some students understood critical aspects of the books, other might not have. So, with the teacher led discussion, even if a student was not answering the question, they were still offered the answer afterwards when the teacher offered an explanation.

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We think that the teacher had to review types of questions that might be posed in a discussion. In addition, she probably went over the basic elements of the text, including characters and plot, to ensure the students understood the text enough to discuss it. After the discussion, we think the teacher will ask the students how they thought their discussion went and why, in order to evaluate themselves properly and understand how to improve in the future.

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Both discussions required the students to apply information from the text that they read into a discussion. This retrieval and application of information is an example of modeling critical literacy. The teacher guided discussion was a better example where students had to form their own opinions on portions of the text. The teacher could add a prompt or scaffold more before the student led discussion in order to better model critical literacy.

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In the student discussion the students had to think on their own which was later influenced by their peers's thoughts and ideas. They have to think on their own and keep discussion flowing without a teachers guidance. The students were not influenced by
a teachers opinion and what they had to say.

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The teacher lead discussion had questions at higher levels in Bloom's. The questions the teacher prompted involved more critical thinking because she has a background in this, whereas the students do not.

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Before leaving the students, the teacher offered an opening question so they had something to base their conversation off of. Maybe after seeing this discussion, the teacher will be more likely to ensure the participation of everyone in the group. Before having them branch off on their own, the teacher can set a list of expectations for everyone in the group so no one slacks, or feels left out of the discussion.

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We believed the student led discussion modeled critical literacy the most. The students went off the text and began to make inferences instead of asking simple comprehension questions. For the teacher led discussion, critical literacy could be added into the conversation just by simply asking questions like "why do you think this was included?" or "why was the character acting this way?" so the students could think about the text at a deeper level.