Measuring Discussion

Discussion and student conversation have become the heart of our classrooms in both literacy and math (Language Workshop, Numeracy Routines, Math Congress).  When students are given the opportunity to co-construct meaning together, they are strengthening their conversational skills, practicing language, and reaching deeper levels of understanding

Jeff Zwiers describes this in his book called Conversational Discourse in Context.  “So, what effect does conversation discourse have on students?  Students’ language, literacy, and thinking develop as a result of academically rich conversations... Content understandings and skills also develop.  On a wider scale, the world becomes a better place because all of our students are becoming better prepared to engage in rich conversations with each other and future people with whom they interact in their colleges and careers.”  (page 13)

How do we know that we have turned the conversation over to students?  How do we know if ALL students are participating at high levels? How do we ensure that we have reached a level of equity, empowerment and achievement among ALL our students?

The answer begins with measuring it and collecting data on student discussion.  Below is a progression of collecting data on student discussion.

• Teacher talk vs. student talk: Analyzing how many times or for how long the teacher talks and the students talk.
• Are ALL students talking?: Tallying which students are doing the talking.
• What are students saying?:  Analyze if they are agreeing, disagreeing, adding on.  Then analyze who is co-constructing meaning and taking the conversation to a deeper level.
• Student initiated discussion:  ALL learners independently seek academic conversations for learning and making meaning.  Teacher observes, monitors or assesses for future preparation. Students and the class participate in goal setting around future growth.

Here are some different ways that Bethesda teachers are measuring Oracy:

What are you ready to analyze in discussion?  As they say, “Whoever is doing the talking, is doing the learning.”