How to Facilitate Meaningful Classroom Conversations across Disciplines, Grade Levels, and Digital Platforms
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A01=Michael B. Sherry
Author_Michael B. Sherry
Category=JNFK
Category=JNK
Category=JNT
collaborate
cross-learning
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
guide
interacting
teachers
Product details
- ISBN 9781475855043
- Weight: 376g
- Dimensions: 153 x 231mm
- Publication Date: 02 Dec 2020
- Publisher: Bloomsbury Publishing Plc
- Publication City/Country: US
- Product Form: Paperback
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How can teachers facilitate meaningful classroom conversations in which students engage in shared inquiry, building on what others have written or said (even to disagree)? Such discussions can have many benefits: students can learn from each other, can bring their out-of-school ways of talking into classroom dialog, can make evidence-based, collaborative arguments, and can begin to communicate like historians, scientists, or other members of disciplinary communities. Yet classroom discussions often fail, teaching students implicitly that they have little to learn from school or each other, that their home-language practices are not welcome, that the loudest voice wins the argument, and that academic discourse is as mystifying and alien as the views of anyone who disagrees with them. Outside the classroom, dialog has never been more important. From climate-change summits or peace talks among neighboring nations, to clashes between rival ethnic groups or political-party mudslinging, to workplace conversations or a traffic stop on a dark street, we must learn to bring our own and others’ words into relationship with integrity or suffer the consequences. This book offers concepts, concrete classroom examples, and activities for teachers and students to transform classroom conversations into successful discussions across disciplines, grade levels, and digital platforms.
Michael B. Sherry, PhD, is Associate Professor of English Education at the University of South Florida. A former middle and high school literature and drama teacher, his research focuses on teacher response in whole-class discussions that promote participation from all students, including those who might otherwise be marginalized in classroom conversations.
