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The Teacher's Guide to Leading Student-Centered Discussions: Talking About Texts in the Classroom

The Teacher's Guide to Leading Student-Centered Discussions: Talking About Texts in the Classroom

by Elizabeth A. City (Author), Michael S. Hale (Author)

  • New

    Paperback 2006

    $31.45
Synopsis

This book is written for those who value collaborative inquiry, open-ended questions, and student-centered classroom discourse. Leading student-centered discussions is natural for some people and not-so-natural for others. The teacher's role is more than following a set protocol or asking a series of questions. Like much of teaching, leading a discussion falls somewhere between science, art, and magic as the facilitator faces a constant stream of decisions based on ever-changing student behavior.

This book is a model for text-based discussions and provides a framework to make decisions that lead to student-centered conversations focused on the understanding of ideas. The book is divided into three sections. The first is for teachers new to student-centered discussions and describes the science of leading a discussion: the basic elements of student-centered, text-based discussions, and how to plan for them. The second delves into the art and magic of leading discussions and provides a framework for making decisions during discussions as the conversation develops. The third section offers a rich collection of strategies for problem-solving when discussions aren't going well and to guide the reader toward continuous improvement of facilitation skills. The book's decision-making framework stresses safety, authentic participation, challenge, and ownership, all of which will help teachers move from a basic level of understanding of discussion facilitation skills to a deepened understanding of the discussion process and the teacher's role within it.

$31.45

Quantity

10 in stock

More Information

Format: Paperback
 Pages: 136
 Edition: 1
 Publisher: Corwin
Published: 23 May 2006
ISBN 10: 1412906350
ISBN 13: 9781412906357

Media Reviews
Practical and beneficial to teaching and learning in today's world ...the book provides good strategies for helping teachers facilitate meaningful academic discussions in the classroom setting. -- Sylvia Jackson
There is a great deal of relevant, practical information in this book for teachers to use to improve the quality of seminars. -- Cynthia Passmore
A teacher can take this text and learn to facilitate a seminar. The examples are very useful and after some practice, I believe I too could manage a seminar discussion successfully. -- Eric Kincaid
I loved the case stories/examples of classroom seminars/discussions that illustrated the author's points...I was able to relate to many of the problems that some of the teachers faced in their seminars...The book will make a distinct contribution to the field. -- Kimberly C. Smith
There are two reasons why this book is so important now. The first is the vitality of the subject: true classroom dialogue may be our only hope for helping our students become civil as well as thoughtful citizens. The second is that the authors practice what they preach. They assume from the first page that teachers themselves are thoughtful professionals, capable of making the subtle decisions discussed in these pages. The result is a book that should lie open on the desk of any teacher who is truly interested in teaching students to think. -- Terry Roberts, Director
As a teacher and teacher educator, I have led hundreds of student-centered discussions and in reading this book I discovered new ideas and strategies that will help me improve the quality of my own classroom discussions. I believe there are strategies in this book for all teachers, novice to expert. -- Jennifer R. Mangrum, Coordinator of Elementary Education Initiative
A strong student-centered discussion is a teacher's dream - a classroom of students energized by intellectual exchange. That's why Hale and City's book is such a gift. This book is packed with strategies for facilitating great discussions. Whether you are new to student-centered discussions or an old-pro, their book will help you think strategically about how to take your classroom to the next level. -- Eric Westendorf, Founding Director
I would recommend this book to anyone who wants to teach students to improve their listening, critical thinking, social, or college success skills. -- Jennifer Lerner, Northern Virginia Community College
Author Bio
Michael S. Hale has served as a teacher, principal, professional developer, professor, university administrator, and educational software executive. His passion for student inquiry has resulted in many years of experience with participant-centered discussions in a wide variety of settings. A National Paideia Faculty member, he has worked with many teachers and students to develop the knowledge and skills to engage in idea- and text-based conversations. He currently spends most of his days as Vice President for Curriculum Consulting with VitalSource Technologies in Raleigh, NC, where he works with educators to transform didactic materials into more interactive digital formats. His formal education includes a B.A. in Philosophy from Auburn University and a M.A. and Ph.D in Curriculum and Instruction from the University of North Carolina. Elizabeth A. City has served as a teacher, principal, and instructional coach, primarily in North Carolina and Massachusetts. In addition to enjoying countless student-centered discussions in her own classroom, as a National Paideia Faculty member, she has worked with teachers and students across the country as they have learned to facilitate and participate in text-based conversations. Much of Liz's current work centers on supporting principals and teachers in creating collaborative communities where rich dialogue and learning for both adults and children is the norm. She is a member of the Senior Faculty of Boston's School Leadership Institute, where she teaches courses in using data, learning and teaching, and professional development to Boston Public School Principal Fellows. She is currently working on her doctorate at the Harvard Graduate School of Education.