Alternatives to Teacher-led Discussion

Chapter 3 of Smagorinsky’s Teaching English by Design discusses alternatives to teacher-led discussion. The chapter addresses a reoccurring problem in many classrooms which is that sometimes teachers mistake their role as a leader of the classroom for an authoritarian role over knowledge. This mistake can alter the way a classroom functions, it can determine what is discussed and it affects the overall outcome, aka, what is learned. Teacher-led discussions depend on teachers to “initiate” the conversation and students are expected to “respond.” After this initial interaction, the teacher then takes it upon herself to “explain” or “elaborate” on “a preferred answer in much greater detail" (32). This interaction is a passive approach to learning and does not allow the students to present their ideas or interpretations. Thus, Smagorinsky challenges the notion of teacher-led discussion and offers several strategies to implement in the classroom that will actively engage the students in discussion. This horizontal approach to learning allows students to collaborate and explore, while the teacher adopts the role of a moderator. Many of these strategies accommodate multiple intelligences and can be differentiated to meet the needs of all learners. There are a few examples that stood out to me…

Smagorinsky suggested there should be “student-generated whole-class discussions.”  This method relies on students to “produce the content of the discussion” (33). An example of this method is “Author on Trial.” This strategy was appealing to me because it has so many beneficial aspects.  First, it allows students to work in groups (jury, prosecution, and defense) which is great because students learn best through collaborative activities. Next, it allows the students to become actively engaged in the discussion and allows for a theatrical performance as well. It helps the students develop and refine their argumentative skills. Another beneficial aspect of this activity is the fact that it teaches students to “write” for an audience. Students will be expected to craft a cohesive argument, one that will help to persuade the jury which is the audience. Through this activity, students will also learn the conventions of a trial.

Smagorinsky also suggested the use of “task-oriented small-group activities.” An example of this is the “four-square activity.” Students are to fold a paper into 4 squares, each with a different purpose. In the first square “students draw a picture that represents their understanding or depiction of some part of the literature they are reading” (39-40). This allows for creativity and for visual learners to express themselves. In the next square students must provide an “informal” explanation of their drawing. In the bottom left square they must write a “formal” analysis of their illustration. This allows the students to write in various styles. Finally, in the last box they must write a “found poem” written in “the original language of the literature” (40). This allows the students to write in a different genre and requires the students to recognize and match the style of an author. After they complete their sheet, students can discuss their squares in small-group and whole-group discussions. Discussion is a crucial element in this activity. This basis of the discussion is centered on “the issues raised through the activity” (40).

Finally, Smagorinsky introduces the idea of “student-led small group discussion.” There are long-term and short-term versions of this type of discussion. One example that I found interesting was “literature circles, ” which is an example of a long-term discussion. This strategy was particularly interesting to me because I have participated in quite a few of these, especially in my education methodology courses. I believe that literature circles are a wonderful activity because they can be easily differentiated for reading levels and because they give students agency. Students are allowed to choose their text for their literature circles which could increase the students’ interest and engagement with the task. Also, it accommodates multiple intelligences and fosters creativity and collaboration. In the literature circles students choose their jobs (there are traditional jobs such as discussion director, wordsmith, illustrator ect…) and set the goals for their group. This allows the students to take ownership of their learning. Overall the only downside to this activity is that it requires quite a bit of frontloading.

These are just a few of my favorite activities listed in the chapter. I invite you to discuss what strategies interested or confused you.

~Estela