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I give times to share personal information in a similar format (a fun thing you did over the weekend) to practice discussion. I try to be as clear as possible as to what question I want them to answer (one question at a time) and how much time they will have to discuss. I try to provide timers or countdowns to help students manage discussion time.

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I try to make sure I give my students very specific questions or prompts to answer, so they know exactly what to talk about, it at least have a starting point. I also always assign them someone to talk to- elbow partner, eye contact parter, whole table- so that they always have someone to talk to. And they know (because I told them repeatedly at the beginning of the year) if their partner’s gone, they talk as a table so everyone gets a chance.

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I’ve also tried literature circles during flex time where each student had a job, which worked pretty well! I’ve also had my students ask clarifying questions to the their partners.

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We use academic discussions in every subject in my class. It is modeled A LOT at the beginning of the year. We start with what respectful conversations look and sound like. One of our classroom rules is to keep your eyes on the target, so that is brought in specifically to these discussions. Students should be actively watching and listening to whomever is speaking in their group. They are taught how to say, “I agree...” when adding on to a previous idea; also, how to politely disagree with a person or opinion. They are taught to speak up and ask questions when/if they don’t understand what someone is trying to explain, rather than just sit and be confused. All students are expected to participate, whether it is to share a new idea or agree with one already stated. Students are expected to give evidence to their reasonings (rather than just randomly making something up so it sounds like they contributed). When analyzing information or data, groups get out of their seats to lean over and actively look at the information, rather than sitting in their desk three feet away from the paper. Really, though, all of these skills are constantly reviewed throughout the year as I notice that people are forgetting things (discussions can become heated, so we re-practice respectful disagreeing, etc).  This type of engagement puts the responsibility of learning/understanding/communicating effectively on the student, rather than the teacher “doing all the work.” I love academic discussions!!

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We use discussion in our math lessons. Students get to explain their thinking to a partner and tell how they solved a problem. This is hard for some kids, but we practice and take turns and it gets better throughout the year. I walk around and help the students who are having trouble.

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Suzy
I model speaking and responding to a partner. I also have students practice in a role play situation. (I’ve modeled non-examples as well so students can see what not to do.) I’ve also asked students to recreate their conversation to act as role models for the class. Finally, I have sentence stems on small posters and bookmarks to help them when they get stuck.

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Karen

I do a lot of modeling and scaffolding to teach this. We take small steps with partner talk and taking turns listening and speaking. I try to guide in this situation and ask questions as they talk with each other. Later, we summarize and may write ideas on the board.

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I use a lot of vocabulary building with pictures paired with bod yand facial expressions. I also do a lot of repetition.

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Alícia Bryan

I have done a brainstorm discussion by modeling first and providing prompts to iniciate the conversation or discussion. I have given them cards with the specific task that every member of the team should do, so everyone should participate doing something and together, they provide a report.

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Terri Pettey
I use a bookmark during the anthology reading circle and each child can find different ways to start a discussion question and then they can call on another person to respond or have a new question.

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Jill Christensen
I have taught different discussion starters through the social skills lessons. I have also tried literature circles during small groups to discuss books. Each student is assigned a job and one student is the discussion leader and they facilitate the discussion.

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In my class, I would begin by modeling and then practicing what an academic discussion would sound like.  In the beginning, it’s a lot of modeling and thinking alouds.  Then a gradual release, with peer modeling and practice.  And eventually, a release in which they know what to do and when to do it.

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Tanya
We use speaking and listening technique.

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Years ago I received a bookmark I give to my students with various prompts that they can use for responding during a discussion that I use. I also encourage them to make at least one contribution during the day. Working together in teams before answering helps less confident students.

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Collaborative discussions Reading about the Spider Web discussion format, would love to try it out next year.

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I use an adapted "I do, We do, You do" model.   (Although mine is called "One for the money, Two for the show...") Within that model, the students get a chance to teach the concept to another student and eventually to me.

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Alyssa Bailey
We use the speaking and listening posters in our Wonders curriculum. We practice each subset of skills individually. We then practice a lot! I study the students to see who needs help. I seek to make a safe, nurturing environment where all ideas are respected. I try to always model being a good listener and speaker. We use the "think, pair, share" method often to engage the students.

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In my class I offer a gradual release of skills, going from practicing in whole group to individual response   I use academic language and require students to respond using higher order thinking skills. All students work with partners and teams to respond and are required to show their work responses.

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Academic discussion