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• Contents
• Acknowledgments
• Introduction
• What are Discussions?
• Why Discussion-Based Teaching?
• Obstacles to Discussion-Based Teaching
• It’s Harder than it Looks
• Purpose of the Book
• Organization of the Book
• Discussions and Activities
• How to Use the Book
• What Teachers Need to Know
• part one Classroom Discourse Moves
• one Asking Questions
• Framing Discussion
• Purpose and Desired Outcomes
• Reflections
• Introduction
• The Benefits of Asking Questions
• Types of Questions
• An Overview of Bloom’s Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Recall or Recitation Questions
• Beyond Recitation: Create and Use Questions
• Increasing Student Participation
• Providing Cues
• Convergent vs Divergent Questions
• How Much Guidance is Appropriate?
• Asking Fewer Questions to Increase Thinking
• Analyzing Questions
• What Teachers Need to Know
• Application Discussion
• Activities
• Study Group Activity
• two Student Responses
• Framing Discussion
• Introduction
• Elaboration
• Calculating the Ratio of Teacher to Student Talk
• Facilitating Elaboration
• Reflection
• Charting Response Patterns
• Assessing Thinking Skills
• Asking Good Questions is Not Enough
• Wait Time
• Assessing Student-to-Student Interactions
• Teaching Students to Ask Questions
• Synthesizing Ideas
• Facilitating Discussion
• Talking in Groups
• Assessing Content Knowledge
• Pre, Formative, and Post Assessment
• Preassessment
• Formative assessment
• Summative assessment
• Assessing Discussions through Student Writing
• What Teachers Need to Know
• Application Discussion
• Activities
• three Teacher Follow Up Moves
• Framing Discussion
• Introduction
• Pausing
• Evaluative Comments
• Confirmations
• Rejections
• Follow Up or Probing Questions
• Guiding Responses
• Repetitions
• Elaborations
• Reformulations
• Recapitulations (Recaps)
• Explanations
• Cues
• Participant Frameworks
• Analyzing Participant Frameworks
• What Teachers Need to Know
• Application Discussion
• Activities
• Study Group Activities
• part two Guiding and Creating Discussions
• four Guiding Discussions
• Framing Discussion
• Purpose and Desired Outcomes
• Participants
• Setting
• Assessment of Student and Teacher Discourse
• Dialogue
• Assessment of Student Discourse
• Assessment of Teacher Discourse
• Reflections
• Introduction
• Convergent and Divergent Discussion Patterns
• Divergent to Convergent Pattern of Discourse Moves
• Convergent to Divergent Discourse Moves
• Summary
• Inductive and Deductive Discussions
• Inductive Discussions
• Deductive Discussions
• Summary
• Combining Discussion Patterns
• Inductive Discussion: Divergent to Convergent Discourse Moves
• Inductive Discussion: Convergent to Divergent Discourse Moves
• Deductive Discussion: Divergent to Convergent Discourse Moves
• Deductive Discussion: Convergent to Divergent Discourse Moves
• What Teachers Need to Know
• Application Discussion
• Purpose and Setting
• Participants
• Assessment of Discourse
• Activities
• Study Group Activity
• five Creating Discussions
• Framing Discussion
• Background
• Lesson Description
• Restructuring the Lesson
• Expected Discourse
• Introduction
• Eliciting Multiple Student Responses
• Exploring Values
• Seeking Facts or Relationships
• Student Knowledge
• Discussion Designs
• Responding to a Problem
• Responding to an Observation
• Responding to a Reading
• Reflecting on Classroom Activities
• What Teachers Need to Know
• Application Discussion
• Activities
• Study Group Activities
• part three Keeping Students Involved
• six Building a Climate for Discussion
• Framing Discussion
• Introduction
• Building Discussion through Relationship
• Showing Personal Interest
• Active Listening
• Being Respectful
• Providing One-on-One Support
• Building Relationships Among Students
• Procedural Talk
• Setting Expectations
• Cooperative Learning
• Holding Students Accountable
• Informal Accountability Strategies
• Teaching Collaborative Skills
• What Teachers Need to Know
• Application Discussion
• Introduction
• Activity
• Usual Classroom Discourse
• Restructured Activity
• Reflections
• Activities
• Study Group Activities
• seven Supporting Cultural and Linguistic Diversity
• Framing Discussion
• Purpose and Desired Outcomes
• Participants
• Setting
• Introduction
• An Increasingly Diverse Population
• A Mismatch Between Home and School Culture
• Cultural Differences and Discussion
• Topic-Centered Discourse and Associative Discourse
• Culturally Congruent Teaching
• Asian Americans
• Native Americans
• African Americans
• Latino
• Summary
• Enhancing Discussion-Based Teaching for CLD Students
• Building Relationships
• Cooperative Learning
• Connecting with Previous Experience
• Preparation
• Provide Visuals
• Use Guarded Vocabulary
• Teach Strategies
• Allow Use of their Native Language
• Providing Individual Support
• Listen Mindfully
• Remain Nonjudgmental
• Search for Differences
• Probe Initial Responses
• Help Others Search for Differences
• What Teachers Need to Know
• Application Discussion
• Activities
• Study Group Activity
• Part four The “Bow Tie”
• eight The Bow Tie
• Framing Discussion
• Activity Modification: Changing a Closed Discourse to an Open Discourse
• Closed Activity
• Open Activity
• Framing Discussion
• Conceptual Discussion
• Application Discussion
• Conclusion
• Introduction
• The Basis for the Bow Tie
• Overview of the Bow Tie
• Using the Bow Tie to Create New Discussions
• What Teachers Need to Know
• Application Discussion
• Activities
• Study Group Activities
• nine Creating the Framing Discussion
• Framing Discussion
• Description of Lesson/Unit
• Current Discourse: Participant Framework
• Restructuring Plan for More Open Discourse
• Expected Discourse
• Introduction
• Preparation and Group Work for Framing Discussions
• Providing Individual Help during the Framing Discussion
• Accountability Strategies for the Framing Discussion
• Discourse Moves Associated with the Framing Discussion
• Framing Discussion Example
• Preparation and Group Work
• Accountability Strategies
• Discourse Moves for Framing Discussions
• What the Teacher Needs to Know
• Application Discussion
• Activities
• Study Group Activities
• ten Creating the Conceptual Discussion
• Framing Discussion
• Nature of Activity/Discussion
• Current Classroom Discourse Related to this Activity
• Restructuring of Activity
• Reflection
• Introduction
• Preparation and Group Work for the Conceptual Discussion
• Providing Individual Help During the Conceptual Discussion
• Accountability Strategies for the Conceptual Discussion
• Discourse Moves Associated with the Conceptual Discussion
• Conceptual Discussion Example
• Preparation and Group Work
• Accountability Strategies
• Discourse Moves
• What the Teacher Needs to Know
• Application Discussion
• Activities
• Study Group Activities
• eleven Creating the Application Discussion
• Framing Discussion
• Setting
• Participants
• Purpose and Desired Outcome
• Assessment of Student Discourse
• Reflection
• Introduction
• Preparation and Group Work for Application Discussions
• Providing Individual Help
• Accountability Strategies for the Application Discussion
• Discourse Moves Associated with the Application Discussion
• Application Discussion Example
• Preparation and Group Work
• Accountability Strategies
• Discourse Moves
• What Teachers Need to Know
• Application Discussion
• Activities
• Study Group Activities
• part five Analyzing Discussions
• twelve Collaborating in a Teacher Study Group
• Framing Discussion
• Introduction
• Benefits of Audio and Videotaping
• Limitations of Videotaping
• Collecting Videotapes
• Transcribing the Tapes
• Forming the Teacher Study Group
• Managing Time
• Establishing Group Norms
• Reducing Risk
• Structuring the Discussion
• Background Information
• Observations
• Interpretations
• Design a Plan
• Facilitating the Discussion
• Asking Good Questions
• What Teachers Need to Know
• Application Discussion
• Time
• Participation
• Focus
• Activities
• Study Group Activities
• For Further Reading
• Introduction
• Chapter 1
• Chapter 2
• Chapter 3
• Chapter 4
• Chapter 5
• Chapter 6
• Chapter 7
• Chapter 8
• Chapter 12
• References
• Index