​​​​Jason Wakeman​

Discussion is one of the primary tools I use in my instruction. Through discussion, students are able to grapple with and work through ideas in ways that simply aren't possible through almost any other format. They are able to explore the texts we read and questions and issues relating to the essential question of each unit. All while receiving immediate feedback from me and their peers. These benefits are invaluable, but they aren't guaranteed. Cultivating quality discussion takes planning, time and a lot of work. 

 

When cultivating discussion, I use the Harkness rubric, by far the most effective discussion rubric I have found. You can find the rubric on the second page of the PDF linked to the right. I begin by reviewing the rubric with my class, discussing the different elements and why they are important to a healthy discussion. Then we have trial discussion which I record. During the discussion I keep my own notes which you can see on the right. These notes consist of noteworthy comments as well as a "web." The web is a visual record of the discussion. Each time a student speak I draw a line from the previous speaker to the current speaker, by the end of the discussion I have a clear picture of who talked, how much they talked, and who they were responding to. Frequently, I will use this information to make seating charts for future discussions. You can see an example of this on the first page of the PDF.

 

The notes linked here came from our first discussion of the year in our senior English class. As you can see, this discussion was broken up into two smaller groups, which I prefer since it allows students more opportunity to participate. Normally, I have some activity arranged for the second group: constructing feedback for a partner, recording interesting thoughts to share out as a closing activity or exit ticket, etc. In this first discussion they were asked to grade the group as a whole on the Harkness rubric. 

 

After this trial discussion, together my students and I listen to samples of the recording, look over my notes, and reflect on our first discussion. Based on this whole class discussion we grade their performance on the Harkness rubric. On the linked rubric you will see my initial assessment in blue pen as well as marks the class decided on during their group reflection. 

 

By clearly establishing discussion expectations early in the year and engaging students in discussing and applying those expectations, we establish norms as a group that help ensure that future discussions are productive and respectful.