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| The Discussion, Edouard Vuillard (1897-1899) |
I am proud of all of you who have led class discussions of the literature so far. It gives me great pleasure to see you act so maturely and respectfully with your peers. You are true role models! Read the sample guidelines below to brush up on your facilitator skills. Although the directions were created for a discussion of Henry David Thoreau's Walden, a text my AP Students will read later in the term, the suggestions apply to any piece of literature that we discuss in class. Thank you all, and keep up the great work!
Objectives: Improve Analysis Skills, Evaluation Skills (opinion forming) and
Synthesis (Linking Learning) to gain INSIGHT (Interconnecting Numerous Sources Inspires Great Higher Thinking).
Facilitator Ideas: The first facilitator will introduce the lesson—close reading and analysis of Thoreau’s Walden, followed by links (synthesis) to other writings, ideas, etc. Then this facilitator will remind students of classroom etiquette and decorum: respect, listening, raising hands, impulse control, not talking over others, etc. After which, he/she will ask someone to begin reading Walden aloud. The facilitator, when he/she feels it is appropriate, will pause and ask questions: some ideas—What is Thoreau saying (paraphrase)? What rhetorical devices/literary elements is Thoreau using? How do the literary elements support/reinforce Thoreau’s theme/an important idea/mood/purpose/tone?
Think of ways to help students (give them hints) if they seem stuck or confused: What links can you make between Thoreau’s ideas and ideas from other classes, other readings in this course, or American culture today? How do Thoreau’s ideas influence your own thinking? Do you have any questions? Are there sections in the text that you don’t understand and need some assistance with? What insight(s) have you gained from reading Walden?
Also encourage students to see the influence one writer’s ideas can have on those that come after him/her, or even the connections of his/her ideas to those who came before him/her. You may want to offer up some of your own ideas. (Remember to connect Thoreau to other texts we have read in this class.) Do not be afraid to offer your own interesting questions for discussion (I chose you for your insight and creativity), but always remember not to digress too much and get back to the task at hand: close reading and analysis of Walden, with linking (synthesis).
After the first facilitator engages his/her peers, the next facilitator will ask a student to read for a bit; then this facilitator should pause, ask a question, ask for opinions, etc. (see ideas above) Facilitators should rotate leading the discussion, (as well as encourage reading and discussion from all members of the class) but also help one another as much as possible. Collaboration and cooperation are key! Don’t be hesitant to ask questions of the whole class (not just individual students). Tell students to raise their hands and wait to be called upon.
If necessary, kindly remind students to be polite, or get back on task. Call students by the term “scholar” followed by their first name. Validate student responses by connecting what they say to something another scholar said earlier. You might repeat what a student has just told you in your own words so that all students in the class clearly hear and understand. You might also ask for elaboration on what a student is saying in order to demonstrate that you are listening and that you understand the student’s point. Or you might make a connection of your own to what the student has just said. Always offer praise!
Also remember equity (trying to hear from as many students as possible, especially students who tend to be more quiet). At times, call on quiet students to ask a question, or ask if they can offer a link or an opinion. But if you sense that the student is uncomfortable, tell the student to ask for a “lifeline” to another student. Never embarrass a student or make him/her feel uncomfortable. Always find the best in what a peer has said: praise your peer and respect his/her point of view.
You have been chosen because you are demonstrated leaders who can do all of the above so well! Be sure you are prepared and know the definitions of terminology relevant to this reading.
Thank you for your leadership! I do appreciate your input and your fine example.
