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Running head: LITERATURE CONNECTIONS 1

Literature Connections

Amanda Silebi
LITERATURE CONNECTIONS 2

To learn more about my wondering I consulted the literature by establishing some

key words that would reveal literature related to my inquiry (the key words include:

cooperative learning, collaboration, Kagan, community, rigor, communication,

discussion, etc.). Once these key words were established I used the University of South

Florida library search engine to reveal authentic, peer-reviewed articles. Additionally, I

located the Kagan website (http://www.kaganonline.com) and referred to Kagan

published articles. These articles provided me with further insight into my inquiry. I

learned the importance of establishing procedures and expectations. I also revealed

additional discussion strategies.

Literature Chart
Article Title & Citation Key quotes and ideas related to Ideas for taking
your wondering action in your
classroom
Teacher education students' The nature of discussion has been Establish
views on class discussion: explored in detail true predetermine
Implications for fostering discussion is characterized by procedures for
critical reflection openness, freedom, equality, discussion
(Wade, 1994) respect, and truth. Participants are (accountable talk).
encouraged to express their Allow students
Wade, R. C. (1994). opinions and to examine and collaborative problem
Teacher education respond to various points of view solving time during
students' views on with the intention to further instruction
class discussion: knowledge or judgment about an (specifically
Implications for issue. Researches have cited mathematics?).
fostering critical numerous benefits of using
reflection. Teaching discussion in the classroom,
and Teacher including the development of
Education, 10(2), personal meaning, reflective
231-243. thinking, and problem solving.
doi:10.1016/0742-
051x(94)90015-9

The goal is to replace this pattern Allow students the


Social Skills and of recitation with a pattern of opportunity to take
Leadership Abilities collaborative meaning-making leadership roles in
Among Children in Small- through a model that promotes classroom discussion
LITERATURE CONNECTIONS 3

analysis, reflection, and critical (give students the


Group Literature thinking. opportunity to be the
Discussions teacher). Jigsaw
Social and leadership readings and provide
(Certo, 2011) development. Students groups the
perceptions of peers helping each opportunity to
other, taking turns, and getting present.
along suggest that small-group
Certo, J. L. (2011). Social literature discussions can improve
Skills and students social skills and
Leadership Abilities leadership abilities.
Among Children in
Small-Group Theorists such as Dewey (1916),
Literature Rogers (1969), and Piaget (1947)
Discussions. suggest that learning takes place
Journal of best when children take leadership
Research in roles and assume ownership, and
Childhood when opportunities for social
Education, 25(1), interaction abound.
62-81.
doi:10.1080/025685
43.2011.533117

Kagan Website You've probably heard of some Implement Kagan


("Kagan Publishing & popular Kagan Structures cooperative learning
Professional including Numbered Heads discussion
Development") Together, Timed Pair Share, Rally techniques. Already
Robin, and Quiz-Quiz-Trade. implemented include
Kagan Publishing & Those Kagan Structures, and many stand up hand up pair
Professional more, are now used worldwide up, turn and talk,
Development. from kindergarten to adult round robin.
(n.d.). Retrieved education, in all academic subject
November 14, areas to boost student engagement
2016, from and learning.
http://www.kaganon The more they interact with their
line.com/about_us.p peers and with the curriculum, the
hp more they'll learn.

AND other discussion techniques


Cooperative Learning Students work together to learn Create a community
Structures Can Increase and are responsible for their in which the four
Student Achievement teammates' learning as well as elements described to
their own. The basic elements are: the left are the
Dotson, M., J. Cooperative 1. Positive Interdependence - cornerstone of
LITERATURE CONNECTIONS 4

Learning Structures occurs when gains of individuals learning.


Can Increase or teams are positively correlated. Implement the
Student 2. Individual Accountability - various discussion
Achievement. San occurs when all students in a techniques explicitly
Clemente, CA: group are held accountable for stated in the article.
Kagan Publishing. doing a share of the work and for
Kagan Online mastery of the material to be
Magazine, Winter learned.
2001. 3. Equal Participation - occurs
when each member of the group is
afforded equal shares of
responsibility and input.
4. Simultaneous Interaction -
occurs when class time is designed
to allow many student interactions
during the period.
Think-Pair-Share - The teacher
poses a question to the class and
the students think about their
response. Then students pair with
a partner to talk over their ideas.
Finally, students share their ideas
with the class.

Rallytable - Students are working


in pairs, within their teams.
Students will take turns writing on
one piece of paper or completing a
task.
Numbered Heads Together -
Students within the team number
off from 1-4. The teacher poses a
question and the students put their
heads together to discuss the
answer. The teacher randomly
calls a number and from each team
the student with that number
writes the answer on the team
response board.
Showdown - Each student writes
his answer on his individual
response board. When everyone in
the group is ready, the leader says
"Showdown" and team members
compare and discuss their answers.
LITERATURE CONNECTIONS 5

Effects of Communication Increasing student The research found in


on Student Learning confidence/comfort levels in the this article is
class: beneficial to the
Take away fear initial process of
Murie, R., C. Effects of o Humor. implementing
Communication on Humor relaxes the discussion
Student Learning. student. techniques. The use
San Clemente, CA: o Early success of humor to lessen the
Kagan Publishing. Eye contact of students is stress of talking in
Kagan Online front of the class is
important
Magazine, Summer something that I plan
If they dont look you in
2004. to implement within
the eye, dont call on
my classroom.
them as you might
Additionally, two
embarrass them
more strategies were
o Tell the student that you
located, the one that I
have their best interest in am planning on
mind and that you want implementing in the
them to be successful near future is inside-
o Make sure that the students outside circle *my
have no hear so that they CT has not yet
know that they can come to implemented this so it
you if they are having will be bringing
problems something completely
o Keep the process simple new to the classroom.
early on, so that students
succeed,
o Have the students explain
the process of how to do the
problem back to you as you
do the problem on the boar

Inside-Outside Circle: In
concentric circles, students rotate
to face new partners and then
answer or discuss teacher
questions.
Rally Coach: Partners take turns,
one solving a problem while the
other coaches.

Throughout the literature identified related to my inquiry, one of the major

concepts that I took away from this research is to ensure that the students are comfortable

and confident when participating in class discussion. This can be ensured through
LITERATURE CONNECTIONS 6

incorporating humor. Additionally, I was able to reveal various discussion strategies to

implement. I believe this learning is important to my inquiry because I have a better

understanding of the importance of student comfort in relation to their collaboration.

The literature provided discussion strategies that take a step beyond the common

strategies. The articles also discussed the importance of making sure that the students feel

confident and comfortable within the class, which may be done through humor. Thus, the

actions I decided to take based on the literature were implementing the following

discussions: rally coach, inside-outside circle, and numbered heads together. I also plan to

implement various non-academic discussions throughout the week to enhance student

comfort.

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