PD Modules Companion Slide Deck
The materials and research reported here were supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.In partnership with:Professional Development Modules Companion Slides
The materials and research reported here were supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.In partnership with:Introduction to Deeper DiscussionsPD Toolkit Module 1Hosted by Dr. Abby Reisman
CC BY-NC-ND 4.0 DeedReflecting and Iterating on Discussion3Preparing and Teaching a Deeper Discussions LessonThis module is broken into five sub-modules:2.1 Choosing the Discussion Structure That Best Fits Your Students and Goals2.2 Preparing Students for Discussion by Setting Norms, Expectations, and Goals2.3 Practical Strategies for Facilitating Discussions2.4 Helping Students Reflect on their Discussion Participation2.5 Assessing DiscussionThis module introduces a process for structured post-discussion reflection that can help you grow in your facilitation practice over time.Introduction to Deeper DiscussionsThis module introduces Deeper Discussions, a suite of teacher-created materials designed to work in diverse classrooms, and invites you to reflect on your vision for successful discussion facilitation.Deeper Discussions Toolkit Overview21
CC BY-NC-ND 4.0 Deed1 Understand what we mean by “deeper discussions” and why they are valuable in student learning.2 Be able to advocate for discussion by drawing on relevant research about its benefits for student learning.3 Explore the Deeper Discussions lesson materials co-designed by teachers working in Title I schools across the U.S.4Reflect on your assumptions about facilitating discussion and your students’ views on discussions, and support you in considering factors that shape your approach. Learning Objectives
CC BY-NC-ND 4.0 DeedDr. Abby ReismanAssociate Professor of Teacher EducationUniversity of PennsylvaniaYour host
CC BY-NC-ND 4.0 DeedWhat do you picture yourself doing when you think of classroom discussion? What ideas do you have about the teacher’s role in discussion facilitation?Pause and Reflect
CC BY-NC-ND 4.0 DeedWhy Discussion? Across subject areas, discussions foster. . .●civic discourse●appreciation multiple perspectives ●deeper understanding ●argumentation with evidence and text-based reasoning●development of a community of inquiry ●student engagement (disrupt teacher-centered discourse patterns)
CC BY-NC-ND 4.0 DeedWho Designed Deeper Discussions? A Collaboration Between Teachers and ResearchersTeacher Co-Designers●12 world history teachers across 8 states●9th and/or 10th grade on-level classrooms●Title I schools●Diverse student populationsTeacher co-designers were intentionally selected for their knowledge of classroom realities, student needs, and pedagogical approaches.Researcher Co-Designers●8 education researchers●From:￮Digital Promise￮OER Project￮University of PennsylvaniaResearcher co-designers facilitated design sessions and contributed research-based frameworks, experience, and evidence from prior studies on discussion in history classrooms.
CC BY-NC-ND 4.0 DeedWhat Discussions are NOT: ●IRE (Initiate-Respond-Evaluate)●Teacher dominated recitation●Opinion sharing without evidence●Serial monologues/share outs●Text analysis without talk
CC BY-NC-ND 4.0 DeedDeep Historical Discussions: ●Reveal how history is about interpretation and reasoned debate.●Invite students into a problem space: A debate or tension about how we should understand the past that invites multiple, legitimate interpretations.●Are evidence-based: Discussion is grounded in engagement with historical sources, not just personal experience or opinion.●Foster shared meaning-making: Rather than being teacher led, discussion between students supports collective sense-making and deeper understanding. ●Make the past relevant to students.
CC BY-NC-ND 4.0 DeedWhat is your facilitation style? Facilitation styles can vary based on goals and are impacted by a teacher’s: ○Beliefs○Self-perceptions○Fears○Assumptions about students○Learning goals
CC BY-NC-ND 4.0 DeedTwo Classrooms, One Question: Comparing approachesTeacher A: More teacher voice●Dominates airtime○Paraphrases or restates student comments.○Uses rhetorical questions to steer the conversation.○Adds commentary○Guides students to specific takeaways●Minimal student-to-student interactionTeacher is the central figure shaping the arc and interpretation of the discussion.Teacher B: More student voice ●Allows students to talk for longer and build on one another’s ideas○Uses minimal interjections to clarify○Encourages interaction between students○Does not insert personal opinion/ commentary○Frames questions to clarify student meaning rather than direct their conclusions. ●Promotes peer-to-peer engagementTeacher as facilitator rather than a director.
CC BY-NC-ND 4.0 DeedArchitecture of Deeper Discussion LessonsOn-ramp discussionLow-stakes entry point into the discussion that’s accessible to studentsSource AnalysisCentral Historical Question (CHQ) discussionOpen to interpretation, able to be supported by evidenceOff-ramp discussionDiscussion closure that makes contemporary or personal connectionsPhoto by Ivan Zhaborovskiy
CC BY-NC-ND 4.0 DeedExample Structures from Two Deeper Discussions LessonsCase Study of Decolonization:Ghanaian IndependenceOn-ramp:What makes someone worthy of remembrance and celebration?CHQ: Who in the Ghanaian independence movement should be remembered most?Off-ramp: In the historical record, certain people, groups, or ideas are emphasized, while others are left out, ignored, or overlooked. Why do you think this happens, and how does it affect the way we understand the past? Exploring Resistance through the Pueblo RevoltsOn-ramp:What are the advantages or risks of resisting collectively?CHQ: Why do you think many Pueblo people decided to uniteagainst their colonizers in the revolts, and why do you thinksome chose not to?Off-ramp: Even though the Pueblo Revolts didn’t result in a permanent victory against the Spanish, why does their collective resistance still matter?
CC BY-NC-ND 4.0 DeedSelect one Deeper Discussion lesson. Review the on-ramp, central historical question, and off-ramp questions. How do the discussion lessons move from the present to the past to the present again? How do you imagine your students might respond to the questions? Pause and Reflect
CC BY-NC-ND 4.0 DeedCommon concerns about discussions...●What if it’s silent and no one speaks?●What if I make kids uncomfortable by putting them on the spot?●What if the same 2-4 kids participate?●What if a student says something offensive?●What if students misunderstand key content?●What if students declare something incorrect and misinform peers?●What if students ignite political controversy?●What if I don’t get to the content I need to cover? ●What if I reveal my own limited understanding of the content? ●What if students will be bored/ not see the relevance / not engage?●What if I trigger some unspoken social drama between students? ●What if the reading is too dense/ inscrutable?●What if time runs out? ●What if my admin walks in and thinks I’m not teaching?●What if I fail to prepare kids for the test?
CC BY-NC-ND 4.0 Deed“In my experience, students really appreciate the transparency of me saying, ‘Research says discussions are hugely beneficial for x, y , and z. Also, I have not done this before, and I’m anxious and nervous about trying it for x, y, and z. I believe that we should do it anyway, and I want us all, including myself, to trust that it’s a process and everything doesn’t have to go perfectly, and allow ourselves grace and time to reflect and grow at this new skill.’Kids appreciate both seeing you as a human being and also understanding the motivations you have for doing the things that you do in the classroom.”Freda AndersonDeeper Discussions Design Teacher
CC BY-NC-ND 4.0 DeedWhere are you in this process? Are you a discussion novice building your toolkit for the first time, have you dabbled a bit and want to go deeper, or are you a discussion pro who is simply looking for new ideas? Whatever your starting point, what are the factors that stand in the way of doing more discussion with your kids?Pause and Reflect
The materials and research reported here were supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.In partnership with:Choosing the Discussion Structure That Best Fits Your Students and GoalsPD Toolkit Module 2.1Hosted by Dr. Abby Reisman
CC BY-NC-ND 4.0 DeedReflecting and Iterating on Discussion3Preparing and Teaching a Deeper Discussions LessonThis module is broken into five sub-modules:2.1 Choosing the Discussion Structure That Best Fits Your Students and Goals 2.2 Preparing Students for Discussion by Setting Norms, Expectations, and Goals2.3 Practical Strategies for Facilitating Discussions2.4 Helping Students Reflect on their Discussion Participation2.5 Assessing DiscussionThis module introduces a process for structured post-discussion reflection that can help you grow in your facilitation practice over time.Introduction to Deeper DiscussionsThis module introduces Deeper Discussions, a suite of teacher-created materials designed to work in diverse classrooms, and invites you to reflect on your vision for successful discussion facilitation.Deeper Discussions Toolkit Overview21
CC BY-NC-ND 4.0 DeedExplore when and why to use different formats (e.g., whole-class, small group, or inner-outer circle discussions), and how each one shapes student participation.Learning Objective
CC BY-NC-ND 4.0 DeedSmall GroupWhole ClassDifferent discussion structures create different opportunities for student participation and teacher oversightImage from The Academically Productive Talk Project website at https://www.academically-productive-talk.org/getting-started/classroom-space
CC BY-NC-ND 4.0 DeedFishbowl or Inner-Outer CircleImage from The Academically Productive Talk Project website at https://www.academically-productive-talk.org/getting-started/classroom-space
CC BY-NC-ND 4.0 DeedDebate Image from The Academically Productive Talk Project website at https://www.academically-productive-talk.org/getting-started/classroom-space
CC BY-NC-ND 4.0 DeedFour Corners or ContinuumImage from The Academically Productive Talk Project website at https://www.academically-productive-talk.org/getting-started/classroom-space
CC BY-NC-ND 4.0 DeedPairsImage from The Academically Productive Talk Project website at https://www.academically-productive-talk.org/getting-started/classroom-space
CC BY-NC-ND 4.0 DeedFacing FrontImage from The Academically Productive Talk Project website at https://www.academically-productive-talk.org/getting-started/classroom-space
CC BY-NC-ND 4.0 DeedWhat discussion structure will you use for your upcoming discussion?What do you need to plan in advance to support that structure (e.g., re-arranging desks, deciding how to group students)?Pause and Reflect
The materials and research reported here were supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.In partnership with:Preparing Students for Discussion by Setting Norms, Expectations, and GoalsPD Toolkit Module 2.2Hosted by Dr. Abby Reisman
CC BY-NC-ND 4.0 DeedReflecting and Iterating on Discussion3Preparing and Teaching a Deeper Discussions LessonThis module is broken into five sub-modules:2.1 Choosing the Discussion Structure That Best Fits Your Students and Goals 2.2 Preparing Students for Discussion by Setting Norms, Expectations, and Goals2.3 Practical Strategies for Facilitating Discussions2.4 Helping Students Reflect on their Discussion Participation2.5 Assessing DiscussionThis module introduces a process for structured post-discussion reflection that can help you grow in your facilitation practice over time.Introduction to Deeper DiscussionsThis module introduces Deeper Discussions, a suite of teacher-created materials designed to work in diverse classrooms, and invites you to reflect on your vision for successful discussion facilitation.Deeper Discussions Toolkit Overview21
CC BY-NC-ND 4.0 DeedLearn how to partner with your students to establish shared expectations and goals that support respectful and productive discussions.Learning Objective
CC BY-NC-ND 4.0 DeedConsider how you want to establish or remind students of classroom norms for discussion Photo by Allison Shelley for EDUimages
CC BY-NC-ND 4.0 DeedHave you already set discussion norms with your students this year? If so, how might you resurface them before the discussions in this unit? If not, how do you plan to set norms and share expectations with students before the discussions?Pause and Reflect
CC BY-NC-ND 4.0 Deed“It took me one train wreck of a discussion to realize that they need to practice before the game happens... So the next time, we did a low stakes practice discussion on which animal is better: cats or dogs.... The value here is in preparing students for the format of the discussion. Give them the opportunity to practice one before the bigger content area discussion. They will do so much better, and you will feel more confident too.”Dani Jennings, Deeper Discussions Design TeacherTip: Practice norms with a low-stakes discussion
CC BY-NC-ND 4.0 Deed"When you have a really solid relationship and the students feel that they can trust you to keep a safe space in the classroom, they're more willing to take those risks with you. So I think it's really important to build those relationships and to keep learning [about your students] as you go along.”Adam Esrig, Deeper Discussions Design TeacherTip: Stay curious about your students
CC BY-NC-ND 4.0 DeedHistorical sense-makingFor example:I will consider how my thinking is changing as we go, and bring up ideas that are in tension.Connecting with textFor example:I will support my ideas with specific quotes or details from the source(s).Connecting with others For example:I will actively listen to and then build on a classmate’s idea to deepen the discussion.Connecting with selfFor example: I will bring in my own perspectives and experiences outside of the text as we interpret and discuss. Possible student goal categoriesGoals can also be related to norms (e.g., I will not interrupt others) or be based on participation (e.g., I will speak at least once).
CC BY-NC-ND 4.0 DeedIn the last discussion that we had, I ____, so my goal this time is to ______. Example: In the last discussion that we had, I spoke a lot, so now I’m going to work on giving space and listening to other students. Student Personal Goal Setting Template
The materials and research reported here were supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.In partnership with:Practical Strategies for Scaffolding and Facilitating DiscussionsPD Toolkit Module 2.3Hosted by Dr. Abby Reisman
CC BY-NC-ND 4.0 DeedReflecting and Iterating on Discussion3Preparing and Teaching a Deeper Discussions LessonThis module is broken into five sub-modules:2.1 Choosing the Discussion Structure That Best Fits Your Students and Goals 2.2 Preparing Students for Discussion by Setting Norms, Expectations, and Goals2.3 Practical Strategies for Facilitating Discussions2.4 Helping Students Reflect on their Discussion Participation2.5 Assessing DiscussionThis module introduces a process for structured post-discussion reflection that can help you grow in your facilitation practice over time.Introduction to Deeper DiscussionsThis module introduces Deeper Discussions, a suite of teacher-created materials designed to work in diverse classrooms, and invites you to reflect on your vision for successful discussion facilitation.Deeper Discussions Toolkit Overview21
CC BY-NC-ND 4.0 DeedLearn practical strategies for scaffolding and facilitating discussions that amplify student voice.Learning Objective
CC BY-NC-ND 4.0 DeedAdapted from: Reisman, A., Kavanagh, S. S., Monte-Sano, C., Fogo, B., McGrew, S. C., Cipparone, P., & Simmons, E. (2018). Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates. Journal of Teacher Education, 69(3), 278–293.
CC BY-NC-ND 4.0 DeedOnce the discussion starts, how can your facilitation support these goals?Photos by Allison Shelley for EDUimages
CC BY-NC-ND 4.0 DeedDiscussion Facilitation MovesEngage students as sense-makers●Probe for Elaboration: Can you say more to the group about that? And can you tell us more about where you’re coming from? ●Return to CHQ: Let’s come back to our central historical question. Where are we with that? Orient studentsto each other●Uptake student comment: I’m hoping a few of you can share your reactions or questions to the group about what [student] just shared about ...●Expose the discussion structure: I’m hearing [student A] say [this], and [student B] say [that]. Can we do a show of hands on which argument you agree with at this point? ... Can you discuss with each other to see if you can come to an agreement, or at least figure out where you disagree? Orient studentsto text●Pressing for textual evidence: Where do you see evidence for that in the text? ●Marking text: Let’s bring our attention to [specific place in the text].Orient studentsto their knowledge outside the text●Pressing for broader evidence: Are there things in your personal experience, or any knowledge from outside of the texts, that supports or challenges what we’ve discussed so far about [historical topic or question]? ●Exploring student perspective: We’ve been connecting to the text a lot, and that’s really important, but I also want to hear your actual thoughts about [historical topic or question].
CC BY-NC-ND 4.0 DeedWays to slow down the discussion...1.Student Summary: “________ just said something brilliant. Can someone summarize what _______ just said, I want to make sure we hear it twice.”2.Turn & Talk: “There are a lot of ideas on the table...turn to your neighbor: what’s something you’re wondering about...” ORPose a question you’ve prepared.3.Writing Questions: “In pairs, brainstorm a question you’re thinking about right now, jot it down on the board...” Use a student question to launch the next segment of discussion.Developed by Professor Andy DelCalvo, Rutgers University.
CC BY-NC-ND 4.0 DeedExamples of Scaffolding Moves Prior to DiscussionEngage students as sense-makers●Elicit first draft thinking: Let’s free-write about the Central Historical Question. What are your initial hypotheses? Orient studentsto each other●Review norms: In our last discussion, we noticed we were talking over each other. Let’s try to engage in active listening today.Orient studentsto text●Annotate documents: As you read the documents, I want you to underline any evidence that answers the Central Historical Question.Orient studentsto their knowledge outside the text●Pose an on-ramp question: Before we even get started today, I want you to think about: what makes someone worthy of remembrance and celebration?
CC BY-NC-ND 4.0 DeedConsider these four goals of historical discussions:Engaging students as sense-makers;Orienting students to the text;Orienting students to each other;Orienting students to their knowledge outside the text●Which do you think your students will need the most support with during the discussion? ●What will you do before the discussion to help increase the likelihood that students will be prepared to engage in these ways?Pause and Reflect
The materials and research reported here were supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.In partnership with:Helping Students Reflect on their Discussion ParticipationPD Toolkit Module 2.4Hosted by Dr. Abby Reisman
CC BY-NC-ND 4.0 DeedReflecting and Iterating on Discussion3Preparing and Teaching a Deeper Discussions LessonThis module is broken into five sub-modules:2.1 Choosing the Discussion Structure That Best Fits Your Students and Goals 2.2 Preparing Students for Discussion by Setting Norms, Expectations, and Goals2.3 Practical Strategies for Facilitating Discussions2.4 Helping Students Reflect on their Discussion Participation2.5 Assessing DiscussionThis module introduces a process for structured post-discussion reflection that can help you grow in your facilitation practice over time.Introduction to Deeper DiscussionsThis module introduces Deeper Discussions, a suite of teacher-created materials designed to work in diverse classrooms, and invites you to reflect on your vision for successful discussion facilitation.Deeper Discussions Toolkit Overview21
CC BY-NC-ND 4.0 DeedConsider how to structure end-of-discussion reflection activities that help students grow as communicators and thinkers. Learning Objective
CC BY-NC-ND 4.0 Deed●Opportunities for students: ○to think about what they learned and how they learned it○to consider how they did or did not participate○to set goals for how they will show up in future discussions●Opportunities for you as a teacher to: ○check your own assumptions about your facilitation and the success of the discussion○use student feedback to improve future lessons and discussionsBenefits of Student Reflection on Discussions
CC BY-NC-ND 4.0 Deed“Time and time again, even when I personally feel like a discussion lesson might have gone poorly, a survey of students or an assessment afterward (small or large) shows that it went much better than I initially thought. I ask students how they felt about the discussion lesson with questions about the ways it engaged them, if they felt it was relevant to their own lives, etc.”Daryn CohenDeeper Discussions Design Teacher
CC BY-NC-ND 4.0 DeedPossible Student Reflection QuestionsHistorical content:How did today’s discussion deepen or change your understanding of [historical topic]?If you could go back in time and ask someone from history a question based on today's discussion, who would you talk to and what would you ask them? Discussion experience:How confident did you feel contributing to today’s discussion? What helped or held you back?What was one perspective shared by a classmate that made you think differently about the topic?Overall, how do you think the discussion went? Why did it go well or not go well?Planning for the next discussion:What is one specific goal you have for improving your participation in future discussions?What could I do as your teacher to make the discussion better next time?
CC BY-NC-ND 4.0 DeedDo you currently have a practice of having students reflect on their participation in class and sharing feedback on lessons? If so, how can you apply that practice to discussions? If not, how will you ask students to reflect at the end of your discussion?Pause and Reflect
The materials and research reported here were supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.In partnership with:Assessing DiscussionPD Toolkit Module 2.5Hosted by Dr. Abby Reisman
CC BY-NC-ND 4.0 DeedReflecting and Iterating on Discussion3Preparing and Teaching a Deeper Discussions LessonThis module is broken into five sub-modules:2.1 Choosing the Discussion Structure That Best Fits Your Students and Goals 2.2 Preparing Students for Discussion by Setting Norms, Expectations, and Goals2.3 Practical Strategies for Facilitating Discussions2.4 Helping Students Reflect on their Discussion Participation2.5 Assessing DiscussionThis module introduces a process for structured post-discussion reflection that can help you grow in your facilitation practice over time.Introduction to Deeper DiscussionsThis module introduces Deeper Discussions, a suite of teacher-created materials designed to work in diverse classrooms, and invites you to reflect on your vision for successful discussion facilitation.Deeper Discussions Toolkit Overview21
CC BY-NC-ND 4.0 DeedExplore options for assessing discussion that align with your instructional priorities.Learning Objective
CC BY-NC-ND 4.0 DeedWhy do we assess students?●Ideally○To understand what students know (and don’t know) so you can adjust your instruction ○To give feedback to help students grow●Pragmatically○Students might be motivated by grades○Your district likely requires that you give grades using a specific policy
CC BY-NC-ND 4.0 Deed“[Discussion] is a tough thing to assess. I think the key component is understanding what you want your students to get from each and every discussion. You do not have to grade every discussion the same, you do not have to grade every discussion.”Lucero GonzalezDeeper Discussions Design TeacherNot all assessment takes the form of a grade
CC BY-NC-ND 4.0 Deed●Increase requirements over time○Gradually increase expectations for discussions as the year progresses. ●Grade the entire process○You can grade preparation work, the discussion itself, and post-discussion reflections so that all parts of the process hold weight. ●Give individual feedback to students AND receive feedback ○Share ungraded feedback with students about their discussion participation and collect student feedback on how the class discussion went.●Give a group grade OR give group feedback○Set discussion goals as a class and give a passing group grade if the goals are met, then adjust individual grades based on pre- and post-discussion work.●Empower students with self-assessment○Allow students to grade themselves (or just reflect on their participation) based on goals you have set for them. Ideally, provide them with a rubric, or co-construct one with your students. ○Have students select discussion goals for themselves as part of the discussion process. Assessment approaches to consider
CC BY-NC-ND 4.0 DeedHow will you be assessing the discussion you are planning? How will you explain your approach to your students?Pause and Reflect
The materials and research reported here were supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A220457 to Digital Promise. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.In partnership with:Reflecting and Iterating on DiscussionPD Toolkit Module 3Hosted by Dr. Abby Reisman
CC BY-NC-ND 4.0 DeedReflecting and Iterating on Discussion3Preparing and Teaching a Deeper Discussions LessonThis module is broken into five sub-modules:2.1 Choosing the Discussion Structure That Best Fits Your Students and Goals2.2 Preparing Students for Discussion by Setting Norms, Expectations, and Goals2.3 Practical Strategies for Facilitating Discussions2.4 Helping Students Reflect on their Discussion Participation2.5 Assessing DiscussionThis module introduces a process for structured post-discussion reflection that can help you grow in your facilitation practice over time.Introduction to Deeper DiscussionsThis module introduces Deeper Discussions, a suite of teacher-created materials designed to work in diverse classrooms, and invites you to reflect on your vision for successful discussion facilitation.Deeper Discussions Toolkit Overview21
CC BY-NC-ND 4.0 Deed1 Engage in a structured reflection process to identify specific aspects of your planning and facilitation that supported or hindered student-centered discussion.2 Reflect on how your next discussion lesson could shift based on your reflection and student feedback.3 Encourage you to continue to pursue your discussion facilitation journey. Learning Objectives
CC BY-NC-ND 4.0 Deed“I’ve had discussions crash and burn repeatedly. The documents were too long, students did not quite understand them, my guiding question was vague, but I still saw measurable student improvement each time I designed a discussion. Last year I facilitated planned discussions at least once a month, and feel like I grew each time. Do not get discouraged if the discussion fails miserably, that is really just a learning experience to develop your skills.”David WesselDeeper Discussions Design Teacher
CC BY-NC-ND 4.0 DeedHow do you think the discussion you most recently facilitated went on a scale of 1 to 5? (1 represents the discussion completely sputtering, and 5 is the best it could have gone.)Pause and Reflect
CC BY-NC-ND 4.0 DeedPost-Discussion Reflection ProtocolQuick Gut CheckHow did the discussion go overall? Sputtered out ⬜ 1 ⬜ 2 ⬜ 3 ⬜ 4 ⬜ 5 ExcellentDiscussion Set Up●Was the set up productive?●Did you establish norms, expectations, and goals?Participation and student interaction●How much did you intervene (a little, a lot, in the middle)?●How much/how many students participated? ●To what extent did students build on one another’s claims?Student use of sources●Were students able to unpack/understand the sources? ●To what extent did students use the sources as evidence?Discussion depth●Did students engage authentically with the open questions?●Did students make meaningful connections with the content?Student feedback●What did students experience and learn from this discussion based on their exit ticket reflections and/or submitted work?●What did students suggest for the next discussion?Rechecking your initial reaction How did the discussion go overall? Sputtered out ⬜ 1 ⬜ 2 ⬜ 3 ⬜ 4 ⬜ 5 Excellent
CC BY-NC-ND 4.0 DeedNow that you have reflected more deeply, has your initial gut check changed? If so, how?What are your goals for facilitating your next discussion?Pause and Reflect
CC BY-NC-ND 4.0 Deed“Discussions are a process. I don’t know if I'll ever feel like me and my students are ‘good’ at them. Yet every time we do one and reflect on one, I feel like we have a better ability to do the next one. It is amazing to see how different the discussions at the beginning of the year are compared to the discussions at the end of the year. To me that is us getting good.”Lucero GonzalezDeeper Discussions Design Teacher