Description
Book SynopsisIn a collection of chapters from high school teachers and university researchers, Raise Your Voices offers English language arts teachers one-stop shopping to learn how to foster dialogic classrooms and how to prompt, sustain, connect, and assess classroom discussions, especially discussions about issues that adolescents find consequential. The chapters explore both the basics for facilitating discussion to support literacy learning and the principles for assessing the progress and effect of discussion and for including all students in lively dialogue. Taken together, the entries in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.
Trade ReviewTeachers will find answers to many questions they may have about dialogic instruction in Raise Your Voices: Inquiry, Discussion, and Literacy Learning. Unlike many, perhaps most books on this topic, it is written “from the trenches” by experienced teachers. Dialogic instruction is increasingly challenged by prescriptive lesson plans that make little room for authentic questions and open-ended questions. Dialogic instruction is moreover particularly challenging for new teachers who may not always know how to interpret pauses in student responses to their questions: Did they ask a dumb question or a challenging thought-provoking one? Silence can be hard for a new inexperienced teacher to understand. Fortunately, they will find experienced guidance to such questions in Raise Your Voices: Inquiry, Discussion, and Literacy Learning. -- Martin Nystrand, Louise Durham Mead Professor of English Emeritus, University of Wisconsin-Madison
Table of ContentsForeword Carol D. Lee, Northwestern University Acknowledgements Editors’ Introduction to Raise Your Voices Part I: Inviting Conversations Editors’ Introduction to Part I Chapter 1: Inquiry and Discussion Thomas M. McCann, Northern Illinois University, DeKalb, Illinois Chapter 2: Authentic Discussion and Writing Elizabeth E. Kahn, Northern Illinois University, DeKalb, Illinois Chapter 3: Discussion and Literature Carolyn Calhoun Walter, Northern Illinois University Chapter 4: Daily Classroom Discourse That Supports Speaking and Listening Goals Kim Gwizdala, Glenbard West, High School, Glen Ellyn, Illinois Part II: Reflecting on Practice to Foster Engagement and Learning Editors’ Introduction to Part II Chapter 5: Seeing and Hearing What Actually Happens Dawn Forde, Adlai E. Stevenson High School, Lincolnshire, Illinois Chapter 6: Inviting Student Reflection on Participation Andrew Bouque, Adlai E. Stevenson High School, Lincolnshire, Illinois Chapter 7: Planning, Managing, and Troubleshooting for Rich Discussions Andrew Bouque and Dawn Forde, Adlai E. Stevenson High School, Lincolnshire, Illinois Part III: Expanding Conversations Editors’ Introduction to Part III Chapter 8: Layers of Discussion Lisa Whitmer, Larkin High School, Elgin, Illinois Chapter 9: Extending the Conversation: Discussion-Based Inquiry Units Julianna Cucci and Zanfina Rrahmani Muja, Maine Township High School District, DesPlaines, Illinois Chapter 10: Digital Discussions Nicole Boudreau Smith and Mark Patton, Adlai E. Stevenson High School, Lincolnshire, Illinois Chapter 11: Discussion, Deliberation, and Democracy Tamara Jaffe-Notier, Niles West High School, Skokie, Illinois Part IV: Including Everyone in Conversations Editors’ Introduction to Part IV Chapter 12: Discussion with English Learners: Both Possible and Powerful Barbara Alvarez, Huntley High School, Huntley, Illinois, and Shannon McMullen, Glenbard North High School, Carol Stream, Illinois Chapter 13: Discussing Difference: Engaging Students with Learning Differences in Authentic Discussion Claire Walter, Wolcott School, Chicago, Illinois Chapter 14: “Talk isn’t Cheap in Here:” Discussion in Prison Classrooms Deborah Appleman, Carleton College, Northfield, Minnesota Chapter 15: A Place for Reticent Speakers Patricia Dalton, Fremont High School, Sunnyvale, California About the Editors About the Contributors
