I chose to investigate the following four discussion strategies: Pose-Pause-Bounce-Pounce, Golden Lines, Question Wall, and Response Logs.
1. PPBP
Upon an initial Google search, I happened across a Guardian article from 2011 about this very strategy and how it was rolled out to the author by one of his colleagues. He lauds the strategy for fostering dialogue and critical thinking, as a new way to open discussions. The steps should occur as follows: Pose - the teacher poses an open question for the purpose of encouraging dialogue. Students are instructed to keep their hands down, and instead of answering right away or before the question is even completely posed, they are directed to
Pause - and think. They are given a considerable time to think about their immediate answer, and reflect on how to produce this answer, to fill out the nuances and hit all areas of the question. When reflection has gone on for as long as the teacher feels is necessary, she picks one student to Bounce - answer the question as quickly as possible. Require the student chosen to answer, especially given the time to consider an answer. After the student answers, immediately prompt the Pounce - where another student is chosen to react to the first student's answer.
I would probably use this technique before assigning a written response, in order to get students brainstorming for what they write. After hearing from their classmates, I think they would have a more comprehensive idea of what they want to put on paper.
2. Golden Lines
This strategy stuck out to me mainly because I have studied Golden Lines in literature and, as they are few and far between, I like the concept of them being more prevalent due to student interpretation. The resource I found denotes them as a effective strategy because it can sometimes be difficult for students to put their reactions in their own words, so instead they find something significant that the author has said. The student must explain why that quote is significant, and make connections. The resource recommended the think-pair-share methods so that students can share their Lines with each other. It also recommended having students also use nonlinguistic representations of the lines, which simply means that they use something that is not written or spoken word - such as pictures or movement.
I would either assign this at the beginning or end of a book. When we are a few chapters in, it would help students identify their understanding before we got further and they lost interest from lack of understanding. I think it would also help the students get engaged and make early connections that made them want to keep reading. At the end of the book, I would use this as a summing up. I would assign each student or groups of students a chapter and have them find lines within that chapter.
3. Question Wall
I have used this idea in professional settings many times - we call it a "Parking Lot" as opposed to a question wall, and it contains questions that can wait to the end of the day, or are to be asked anonymously, or could not be asked verbally for any number of reasons. This question wall appears to exist for different reasons, but the principle is still similar. I found a resource that has something similar, though it is obviously for younger grades. The idea is a Wonder Wall, for questions that students ask but that the teacher can not answer. Such a wall would be appropriate for all ages, but the suggestions on the website make it clear that it is intended for a younger audience in their eyes. I think the Wonder Wall is a great idea for elementary and middle schoolers especially, and could be a place where students can ask questions about the book they are reading in class whenever they think of it. If there is sustained silent reading time, a student could quietly put the question on the Wall without disrupting classmates, but also so that they didn't forget the question. If they read the book at home, then they could put the question up as soon as they get into class and not have to worry about timing the question right.
4. Response Logs
It would appear that the Response Log examples on our list are a little different from what many teachers consider to be response logs. The examples that I have found on the internet have mainly been where the teacher gives a question and the students must write a response. It appears that the point is similar, however, as both work to check in with the students and see how they are faring with their book. The difference is that one appears to be self-driven and the other is purely in response. It would seem that the guided question would be best for younger students, whereas the self-generated logs are for middle school and older. If I were working with middle school students, I would take the response log a little further and make it into a Feelings and Reactions log. I am thinking this in terms of books that have high emotional content, which might cause the students to feel some kind of way but not know how to express that. In their log, they could have time to write their feelings as soon as they feel them (while reading) and, given time to write, perhaps they can more eloquently express what those feelings are.
Resource List:
Connell, G. (2013, January 24). Reading Response Forms and Graphic Organizers. Retrieved from https://www.scholastic.com/teachers/blog-posts/genia-connell/reading-response-forms-and-graphic-organizers/
McGill, R. M. (2011, November 17). How to move your lessons from good to outstanding. Retrieved from https://www.theguardian.com/teacher-network/2011/nov/17/lessons-good-to-outstanding-afl-questioning
St. Clair County Regional Educational Service Agency. (2009) The Golden Line. Retrieved from http://www.sccresa.org/downloads/common_core/the_golden_line_20110329_115744_106.pdf
Warner, Mark. (2015). The Wonder Wall. Retrieved from http://www.teachingideas.co.uk/
classroom-management/the-wonder-wall
1. PPBP
Upon an initial Google search, I happened across a Guardian article from 2011 about this very strategy and how it was rolled out to the author by one of his colleagues. He lauds the strategy for fostering dialogue and critical thinking, as a new way to open discussions. The steps should occur as follows: Pose - the teacher poses an open question for the purpose of encouraging dialogue. Students are instructed to keep their hands down, and instead of answering right away or before the question is even completely posed, they are directed to
Pause - and think. They are given a considerable time to think about their immediate answer, and reflect on how to produce this answer, to fill out the nuances and hit all areas of the question. When reflection has gone on for as long as the teacher feels is necessary, she picks one student to Bounce - answer the question as quickly as possible. Require the student chosen to answer, especially given the time to consider an answer. After the student answers, immediately prompt the Pounce - where another student is chosen to react to the first student's answer.
I would probably use this technique before assigning a written response, in order to get students brainstorming for what they write. After hearing from their classmates, I think they would have a more comprehensive idea of what they want to put on paper.
2. Golden Lines
This strategy stuck out to me mainly because I have studied Golden Lines in literature and, as they are few and far between, I like the concept of them being more prevalent due to student interpretation. The resource I found denotes them as a effective strategy because it can sometimes be difficult for students to put their reactions in their own words, so instead they find something significant that the author has said. The student must explain why that quote is significant, and make connections. The resource recommended the think-pair-share methods so that students can share their Lines with each other. It also recommended having students also use nonlinguistic representations of the lines, which simply means that they use something that is not written or spoken word - such as pictures or movement.
I would either assign this at the beginning or end of a book. When we are a few chapters in, it would help students identify their understanding before we got further and they lost interest from lack of understanding. I think it would also help the students get engaged and make early connections that made them want to keep reading. At the end of the book, I would use this as a summing up. I would assign each student or groups of students a chapter and have them find lines within that chapter.
3. Question Wall
I have used this idea in professional settings many times - we call it a "Parking Lot" as opposed to a question wall, and it contains questions that can wait to the end of the day, or are to be asked anonymously, or could not be asked verbally for any number of reasons. This question wall appears to exist for different reasons, but the principle is still similar. I found a resource that has something similar, though it is obviously for younger grades. The idea is a Wonder Wall, for questions that students ask but that the teacher can not answer. Such a wall would be appropriate for all ages, but the suggestions on the website make it clear that it is intended for a younger audience in their eyes. I think the Wonder Wall is a great idea for elementary and middle schoolers especially, and could be a place where students can ask questions about the book they are reading in class whenever they think of it. If there is sustained silent reading time, a student could quietly put the question on the Wall without disrupting classmates, but also so that they didn't forget the question. If they read the book at home, then they could put the question up as soon as they get into class and not have to worry about timing the question right.
4. Response Logs
It would appear that the Response Log examples on our list are a little different from what many teachers consider to be response logs. The examples that I have found on the internet have mainly been where the teacher gives a question and the students must write a response. It appears that the point is similar, however, as both work to check in with the students and see how they are faring with their book. The difference is that one appears to be self-driven and the other is purely in response. It would seem that the guided question would be best for younger students, whereas the self-generated logs are for middle school and older. If I were working with middle school students, I would take the response log a little further and make it into a Feelings and Reactions log. I am thinking this in terms of books that have high emotional content, which might cause the students to feel some kind of way but not know how to express that. In their log, they could have time to write their feelings as soon as they feel them (while reading) and, given time to write, perhaps they can more eloquently express what those feelings are.
Resource List:
Connell, G. (2013, January 24). Reading Response Forms and Graphic Organizers. Retrieved from https://www.scholastic.com/teachers/blog-posts/genia-connell/reading-response-forms-and-graphic-organizers/
McGill, R. M. (2011, November 17). How to move your lessons from good to outstanding. Retrieved from https://www.theguardian.com/teacher-network/2011/nov/17/lessons-good-to-outstanding-afl-questioning
St. Clair County Regional Educational Service Agency. (2009) The Golden Line. Retrieved from http://www.sccresa.org/downloads/common_core/the_golden_line_20110329_115744_106.pdf
Warner, Mark. (2015). The Wonder Wall. Retrieved from http://www.teachingideas.co.uk/
classroom-management/the-wonder-wall
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