3. Chapter Discussion Protocol

15 февраля 202515 фев 2025

2 мин

What is it? Using a protocol to discuss the books, chapters, or articles being studied helps ensure that students tap into the power of discussing their own and listening to other’s ideas. Discussion protocols build students’ discourse skills. The protocol helps students identify what is significant to themselves, to the group, and to the class as a whole. It also requires students to explore ways in which the reading has influenced their thinking about the topic and how the reading might guide the group’s actions related to the topic. 1. Before students try this strategy on their own with a new text, demonstrate the protocol with a familiar text they have already read. Use a volunteer demonstration group in a “fish bowl” set-up. 2. As the class observes, guide a group of five students through the protocol, as outlined in Figure S3.1. 3. After this “fish bowl” activity, have the class debrief the protocol and discuss how it worked. 4. Have students read the new text either in class or

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How do I use it?
Day One
Day Two

What is it?

Using a protocol to discuss the books, chapters, or articles being studied helps ensure that students tap into the power of discussing their own and listening to other’s ideas.

Discussion protocols build students’ discourse skills. The protocol helps students identify what is significant to themselves, to the group, and to the class as a whole. It also requires students to explore ways in which the reading has influenced their thinking about the topic and how the reading might guide the group’s actions related to the topic.

How do I use it?

Day One

1. Before students try this strategy on their own with a new text, demonstrate the

protocol with a familiar text they have already read. Use a volunteer demonstration

group in a “fish bowl” set-up.

2. As the class observes, guide a group of five students through the protocol, as outlined in Figure S3.1.

3. After this “fish bowl” activity, have the class debrief the protocol and discuss how

it worked.

4. Have students read the new text either in class or as homework. Assign specific

text-coding symbols (Strategy 35) to use as they read.

Day Two

1. Organize the class into discussion groups of five students each.

2. Assign a facilitator and timekeeper for each group to guide discussion.

3. Review all of the steps from the chapter discussion protocol before students begin

the activity.

4. Circulate around the room as students discuss and work on the protocol. Monitor

the discussions and provide feedback as necessary.

5. Finally, debrief the protocol with the entire class.

Figure S3.1 4 Chapter Discussion Protocol

1. Have students read the following questions and record their thoughts (five minutes):

a. In your opinion, which ideas in the text (chapter/article/book) are most significant?

b. What, if anything, in the text makes you reconsider ideas about the topic? Why?

c. What, if anything, in the text reinforces your ideas about the topic? Why?

2. Have students use the following format to discuss the above questions in small groups:

a. Conduct a “whip around” discussion, in which each person has one minute to

answer the first question. (The timekeeper needs to keep everyone on track.)

b. After everyone has had an opportunity to respond, the group spends two minutes

in open discussion of the question. (With a five-person group, the entire round should take seven minutes.)

c. Move to the next question and repeat the process.

3. Have students record the general consensus about one of the following questions (five minutes):

a. What influenced the group’s thinking about the topic in the text?

b. What actions might the group want to take as a result of the information in the text?

4. Have each group present its thoughts to the class (five to ten minutes).