WEBVTT 1 00:00:00.550 --> 00:00:02.080 So, it's really important that 2 00:00:02.080 --> 00:00:04.670 we're implementing text-based discussions 3 00:00:04.670 --> 00:00:06.840 when our students are reading text. 4 00:00:06.840 --> 00:00:08.900 So, there are some different types, 5 00:00:08.900 --> 00:00:10.420 so here are three types that 6 00:00:10.420 --> 00:00:12.670 we can implement in the classroom, 7 00:00:12.670 --> 00:00:15.510 one are instructional conversations. 8 00:00:15.510 --> 00:00:17.520 After students are reading a text, 9 00:00:17.520 --> 00:00:20.520 are they able to reflect on the selection? 10 00:00:20.520 --> 00:00:23.960 Are they able to share their ideas about different concepts? 11 00:00:23.960 --> 00:00:26.950 Some of them can be provided from the teacher, 12 00:00:26.950 --> 00:00:28.230 sometimes they can build on 13 00:00:28.230 --> 00:00:31.010 each other's interpretations of the text 14 00:00:31.010 --> 00:00:33.920 and also, are they really exploring the theme? 15 00:00:33.920 --> 00:00:36.500 So we don't want them to stay stuck in just one text, 16 00:00:36.500 --> 00:00:38.410 but really looking at a theme overall 17 00:00:38.410 --> 00:00:41.500 and being able to make connections to other text, 18 00:00:41.500 --> 00:00:43.340 to real world experiences, 19 00:00:43.340 --> 00:00:46.410 or even looking at some different media formats 20 00:00:46.410 --> 00:00:48.320 that can support them. 21 00:00:48.320 --> 00:00:50.560 The next thing that's really important, 22 00:00:50.560 --> 00:00:53.600 and it's more in that evaluative comprehension realm, 23 00:00:53.600 --> 00:00:55.460 is questioning the author. 24 00:00:55.460 --> 00:00:57.570 Like, we want our students to be able 25 00:00:57.570 --> 00:00:59.860 to question the opinion of the author, 26 00:00:59.860 --> 00:01:03.040 or the different word choice the author is using. 27 00:01:03.040 --> 00:01:04.880 What is the author's point of view? 28 00:01:04.880 --> 00:01:07.290 What is the point of them even writing this? 29 00:01:07.290 --> 00:01:09.307 What do they want the reader to get out of it? 30 00:01:09.307 --> 00:01:11.702 Question the information in the text, 31 00:01:11.702 --> 00:01:14.670 is there bias implemented in there? 32 00:01:14.670 --> 00:01:17.160 Or is it strictly factual and that 33 00:01:17.160 --> 00:01:19.669 we should just gather than information? 34 00:01:19.669 --> 00:01:22.110 Really question the type of text. 35 00:01:22.110 --> 00:01:25.870 So, if it is a blog, you know, 36 00:01:25.870 --> 00:01:27.730 is that something that we really want 37 00:01:27.730 --> 00:01:30.000 to just take for face value? 38 00:01:30.000 --> 00:01:31.840 Do we wanna look at primary sources 39 00:01:31.840 --> 00:01:33.540 or secondary sources to be able 40 00:01:33.540 --> 00:01:35.604 to inform our decision making? 41 00:01:35.604 --> 00:01:37.380 And then like I said before, 42 00:01:37.380 --> 00:01:39.410 really questioning the author's purpose 43 00:01:39.410 --> 00:01:42.540 and their point of view on why they're writing this text 44 00:01:42.540 --> 00:01:44.859 and what do the want the reader to get out of it? 45 00:01:44.859 --> 00:01:49.220 One type of activity that can be done 46 00:01:49.220 --> 00:01:52.060 to really support and promote text-based discussions 47 00:01:52.060 --> 00:01:54.270 is what we call think-pair-share. 48 00:01:54.270 --> 00:01:57.740 So first the teacher provides students with a prompt, 49 00:01:57.740 --> 00:01:59.640 they give them that time to really think 50 00:01:59.640 --> 00:02:01.328 about that prompt on their own, 51 00:02:01.328 --> 00:02:04.707 then they turn and they pair up with another individual 52 00:02:04.707 --> 00:02:07.230 and then they begin to share their thoughts. 53 00:02:07.230 --> 00:02:09.050 It makes it even more powerful 54 00:02:09.050 --> 00:02:12.160 if you identify who's talking first 55 00:02:12.160 --> 00:02:14.220 to ensure that people are actually listening 56 00:02:14.220 --> 00:02:16.900 to one another so you could say, partner A, 57 00:02:16.900 --> 00:02:19.740 you're gonna talk first, and then partner B, 58 00:02:19.740 --> 00:02:22.810 and then allow them to discuss the different opinions 59 00:02:22.810 --> 00:02:26.173 or information that they're getting from the text. 60 00:02:28.660 --> 00:02:30.891 When we're looking at text-based discussion, 61 00:02:30.891 --> 00:02:34.520 there's many of examples out there, 62 00:02:34.520 --> 00:02:36.550 but two that are really popular, 63 00:02:36.550 --> 00:02:38.830 one is evidence-based discussions. 64 00:02:38.830 --> 00:02:41.630 So, the teachers are really careful 65 00:02:41.630 --> 00:02:44.307 about the different prompts that they're implementing 66 00:02:44.307 --> 00:02:46.450 in making sure that they're facilitating 67 00:02:46.450 --> 00:02:48.050 where students have to refer to 68 00:02:48.050 --> 00:02:50.800 the text to be able to answer the question. 69 00:02:50.800 --> 00:02:52.630 The second one are literature circles. 70 00:02:52.630 --> 00:02:55.600 So, students tend to read the text on their own, 71 00:02:55.600 --> 00:02:57.190 then they come together. 72 00:02:57.190 --> 00:02:59.140 There could be some prompts from the teacher, 73 00:02:59.140 --> 00:03:03.070 but there also could be where students have specific roles 74 00:03:03.070 --> 00:03:05.080 and they develop prompts that they want 75 00:03:05.080 --> 00:03:07.120 their group to be able to answer 76 00:03:07.120 --> 00:03:09.570 and they have these academic conversations 77 00:03:09.570 --> 00:03:10.970 based on the literature. 78 00:03:10.970 --> 00:03:12.844 They're still referring to the text, 79 00:03:12.844 --> 00:03:14.714 but there could be some opinion 80 00:03:14.714 --> 00:03:17.530 about a topic that they're reading. 81 00:03:17.530 --> 00:03:20.970 It could be strictly just about vocabulary that they see, 82 00:03:20.970 --> 00:03:24.190 or some different typographic feature 83 00:03:24.190 --> 00:03:26.480 that are really stepping out for them, 84 00:03:26.480 --> 00:03:28.000 or some different charts and graphs. 85 00:03:28.000 --> 00:03:30.850 So it's all up to what the student's role is 86 00:03:30.850 --> 00:03:32.740 and what they're trying to get students 87 00:03:32.740 --> 00:03:35.883 to be able to really hit home on that topic. 88 00:03:37.019 --> 00:03:39.640 Some other items that are really cool, 89 00:03:39.640 --> 00:03:41.470 response logs and journals. 90 00:03:41.470 --> 00:03:44.750 So this is where students will read a text 91 00:03:44.750 --> 00:03:48.400 and they can respond to the text using a specific prompt. 92 00:03:48.400 --> 00:03:50.190 They may also ask questions 93 00:03:50.190 --> 00:03:54.690 and a teacher can also interact with that response journal 94 00:03:54.690 --> 00:03:57.010 and be able to help them by answering their questions 95 00:03:57.010 --> 00:03:58.805 or push their thinking even more, 96 00:03:58.805 --> 00:04:02.460 and ask them questions for them to go look further, 97 00:04:02.460 --> 00:04:04.380 whether it's with that specific text, 98 00:04:04.380 --> 00:04:06.830 or with a different text on that topic. 99 00:04:06.830 --> 00:04:08.990 Book reports, we all know how to use those. 100 00:04:08.990 --> 00:04:11.040 Our kids really like that because it provides 101 00:04:11.040 --> 00:04:13.170 them with the independence to really dig deep 102 00:04:13.170 --> 00:04:16.740 on their own about a text and especially 103 00:04:16.740 --> 00:04:18.200 if they are enjoying the text, 104 00:04:18.200 --> 00:04:21.133 they can really make them deep and artistic, 105 00:04:21.133 --> 00:04:24.179 really push people's thinking. 106 00:04:24.179 --> 00:04:26.520 And then the other one is really looking 107 00:04:26.520 --> 00:04:29.530 at genre-to-genre writing. 108 00:04:29.530 --> 00:04:33.510 So, students are looking at a specific text 109 00:04:33.510 --> 00:04:37.080 and then they can morph that text into a different genre 110 00:04:37.080 --> 00:04:39.010 and it makes it a little bit more exciting, 111 00:04:39.010 --> 00:04:41.660 it changes the perspective and it changes the mood 112 00:04:41.660 --> 00:04:43.860 about the topic that they're learning about. 113 00:04:45.773 --> 00:04:48.970 What our kids are really into now 114 00:04:48.970 --> 00:04:50.970 is the digital response to text. 115 00:04:50.970 --> 00:04:53.860 So, many of our students love reading texts 116 00:04:53.860 --> 00:04:56.730 and then representing their information 117 00:04:56.730 --> 00:04:58.520 as they learn in a Power Point. 118 00:04:58.520 --> 00:05:00.959 They love to do like Prezi presentations, 119 00:05:00.959 --> 00:05:03.550 designing their own web page, 120 00:05:03.550 --> 00:05:07.380 using Popplet to be able to make some graphic design 121 00:05:07.380 --> 00:05:10.550 about the text and also morphing them into cartoons. 122 00:05:10.550 --> 00:05:12.870 So, this is allowing our students 123 00:05:12.870 --> 00:05:14.520 to use different modalities rather 124 00:05:14.520 --> 00:05:16.860 than just writing in paper or pencil, 125 00:05:16.860 --> 00:05:19.350 or if they're not really good at speaking 126 00:05:19.350 --> 00:05:22.400 and like being like part of the text-based discussions, 127 00:05:22.400 --> 00:05:26.283 they can also represent their learning in digital media.