Strategies for Academic Discourse
Students engaging in academic discourse will learn how to use the language of the discipline in formulating and defending various positions and perspectives. To prepare students for success in college the students must learn the appropriate use of discourse in the academic setting.
Think-Pair-Share
Think-Pair-Share is an intermediate stage between when the question is asked and when the answer is delivered. This instructional strategy would work well in the art classroom when students are asked to analyze and critique works of art using the elements of art and principles of design. This strategy enables students to discuss their findings with a partner so that every learner is responsible for the discussed information. With this strategy every student can be called on to respond and should be able to offer insight.
presented by: Claire
presented by: Claire
Numbered Heads Together
The classroom is broken up into groups of 4-5 with each group being assigned a letter. Every student in the group os assigned a number. Each group discusses the topic questions. When the classroom re-convenes the teacher can call on a group and choose a number from the jar and the student with the corresponding number is asked to discuss the group's answer. This strategy encourages students to speak who do not normally speak in the classroom setting.
presented by: Jill
presented by: Jill
Concept Sorts
1. Identify and define words that many not be easily understandable
2. Create categories for concepts, words, phrases, and sentences
3. Work together in groups to promote discussion and communication
4. Justify why each concept fits in the category chosen
5. Restate what has been read after sorting information
This strategy could be used in an art classroom by having groups of students define technical terms for describing works of art. Post one work of art on the board and ask each representative from the group explain to the class if their word is displayed in the given work of art or how it is used in the work of art and why. Have students post it in categories "relevant" or "irrelevant".
examples of technical terms that could be used: line, shape, form, color, texture, value, space, balance, repetition, high saturation, low saturation, surrealist, romantic, realistic, abstract, expressive, minimalist, graphic, formal
presented by: Kyle
2. Create categories for concepts, words, phrases, and sentences
3. Work together in groups to promote discussion and communication
4. Justify why each concept fits in the category chosen
5. Restate what has been read after sorting information
This strategy could be used in an art classroom by having groups of students define technical terms for describing works of art. Post one work of art on the board and ask each representative from the group explain to the class if their word is displayed in the given work of art or how it is used in the work of art and why. Have students post it in categories "relevant" or "irrelevant".
examples of technical terms that could be used: line, shape, form, color, texture, value, space, balance, repetition, high saturation, low saturation, surrealist, romantic, realistic, abstract, expressive, minimalist, graphic, formal
presented by: Kyle
Accountable Talk
Accountable talk is used to prompt students in small groups of 3--4 to think critically by giving them prompting questions. This strategy can be used in combination with other strategies such as 'numbered heads together' in which all students are responsible for engaging in discussion.
Echo and Choral Reading
"This strategy of reading as a class and/or one-on-one helps a student's ability to understand correct intonation, fluency and understanding". It is important to select a text that can be a middle ground for all students in the classroom. After reading a sentence or a passage ask students to repeat back to you the same text using the same intonation, fluency and understanding.
In the art classroom this strategy would be helpful for reading critical reviews of art. Due to the difficult nature of art reviews, students reading the reviews aloud will help students acquire a better understanding of the material through using the proper mechanics of reading and speaking.
presented by: Marie
In the art classroom this strategy would be helpful for reading critical reviews of art. Due to the difficult nature of art reviews, students reading the reviews aloud will help students acquire a better understanding of the material through using the proper mechanics of reading and speaking.
presented by: Marie