With that in mind, I recommend beginning with a discussion map. Once you have mastered this practice, then I would recommend recording some other elements, but for the beginning focus on the dialogue itself. In the image to the left, each line represents a single exchange from one student to another. The result is something that looks a bit like a spiderweb, but this spiderweb can be revealing. Specifically, this map can be used as an informing device in striving for a balanced discussion where all students participate, in that it offers a clear visual of students who are talking too much, as well as of students who are talking too little or not at all. This information can inform specific feedback for students (e.g. seek to limit the number of your contributions, or strive to bump up your participation) that might otherwise have gone unnoticed.
How should I engage quieter students? |
These maps can also be used to examine classroom dynamics related to class, gender, race, and sexual orientation, in that it offers a clear representation of who is and is not speaking. Are female students speaking less frequently than male students? Are students of color more or less likely to speak in certain discussions? If so, why? Of course, each of these dynamics should be considered in context, but this map again offers a tangible record of the discussion, which can help to inform teacher reflection.
How should I assess class discussion?Once you have mastered the mapping component, it might be helpful to consider tracking some of the elements outlined below. However, I would recommend adding these elements incrementally; trying to do this all at once will likely be overwhelming, but with time, much of this can be done unconsciously.
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