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Pinwheel Discussion

Page history last edited by Renee Baylin 7 years, 8 months ago

 

Rationale: This student-centered technique is best used to compare and analyze multiple points of view. It also focuses students on their argumentation skills and use of text-based evidence when drawing and supporting claims and conclusions. Similar to many other discussion formats, students would have an overarching question they seek to ultimately answer as a result of the discussion.

 

Set up:

 

                                          

 

 

 

 

Procedure:

 

1. Model asking text-based questions: Prepare students to construct text-based questions by modeling formats for constructing text-based questions. For example:

                       “In (name of the source) , (the name of the author) states “ Quote X.” How does…”

                       “How did ….., According to (the author) ?

                       “How valid was (the author’s) view about X?”

 

2. Prepare to discuss: Divide students into groups, one for each perspective you wish to represent, plus one additional group of students selected to be “Provocateurs.” Provide each perspective group with resources to summarize their point-of-view regarding the overarching question and identify text that supports their conclusions. Then, have the group create text-based questions to which that perspective would want to respond (4-7). Provocateurs will also create text-based questions. However, they must construct questions that will keep the conversation going. They should examine texts to develop questions that compare, analyze, and challenge the perspectives identified.

 

 

3. Conduct the discussion: Arrange your desks so that representatives from each group are facing each other. The remaining members of each group can sit behind their participating member and take notes as the discussion unfolds. Students will rotate in and out of the conversation so that everyone gets to participate. They can use the questions they formed in groups as the basis for the discussion, but can elaborate organically as the conversation evolves. As students are discussing, the teacher (or a student volunteer) should keep track of how often the class demonstrates skills such as:

  • Asking questions based on textual evidence.

  • Using text to justify and support one’s argument (respond to questions).

  • Introducing new global ideas into the discussion that apply to the overarching question.

  • Applying outside contextual information to the group understanding of the information inside the texts.

 

 

In this manner, the class can reflect upon their use of close-reading, argumentation, and textual analysis as a whole when the exercise is debriefed, weighing the benefits and challenges of these skills as they relate to the discussion and the class itself.

 

4. Conclude the activity: Have students reflect upon the discussion and how it contributed to their overall understanding of the overarching question. In addition, they can discuss how the use of text helped or hindered their ability to support their points-of-view clearly, noting which portions of text proved to be the strongest evidence for their claims. Lastly, students would construct a response to the overarching question.

 

 

Additional Considerations:

  • The amount of time for each round of discussion will depend on the number of students in the class and the flow of the conversation. Teachers may choose to determine when each round rotates. Or, they can have students “tag” in when a group member needs help.

  • Teachers should consider strategically assigning perspectives and choosing students as provocateurs as this will also affect the level of thinking and provocation in the discussion itself.

  • Consider having some questions for each group prepared. Or, select specific quotes from the text groups must use in forming their initial questions. This will ensure the content and thinking teachers target will be discussed in the conversation. It will also help to provide additional support for students struggling to form good questions based on text.

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