present knowledge and their own ideas with conviction, authority, and clarity.
Moreover, discussions serve as a powerful tool for equity and support because student thinking is shared and considered by all. As you analyze assignments that include evidence of discussion, consider both the structure and the content of these interactions.
When do my students have the opportunity to participate in rich, structured conversations with their peers? As part of a whole class? In small groups?
When and how do I include time for extended discussion assignments?
How can I intentionally connect reading, writing, and discussion?
How is discussion incorporated into this assignment?
The assignment includes cues/moments for informal and/or brief discussion.
The assignment includes cues/significant time for formal and/or extended discussion.
Examples of informal and/or brief discussion: Students are required to "turn and talk" or "pair-share" work with a partner or collaborative group.
Examples of formal and/or extended discussion: Socratic seminars, debates, and literature circles or discussions.
What is the central purpose of the discussion within the assignment?
Use the assignment directions to guide your analysis. Focus on the discussion purpose and content (managing logistics or aligned with Common Core for Speaking and Listening).