Spider Web Discussion: Brief Overview

What is it?
It’s a unique method of discussion for students that asks students to lead so teachers can
observe assess and coach.

What does the name mean?

The name is an acronym, describing the specific aspects of the discussion and its process:
S ynergetic – a collaborative, group effort
P rocess – a process that must be practiced and honed
I ndependent – students work independently; teacher observes and gives feedback
D eveloped – a developed, sustained discussion that aims to “get somewhere”
E xploration – an exploration of ideas, texts, or questions through discussion
with a
R ubric – a clear, specific rubric against which the students can self-assess
Web - A word that describes two aspects of the method:
1. The physical map of the discussion (for example)

2. A metaphor for the process -- like a web, all participants must pull their own weight
equally, or the web cannot be strong.

What does it look like?

Like this ninth-grade English classroom in Dobbs Ferry, New York:
http://www.authenticeducation.org/alexis/

What technology does it require?

Only pen and paper

How was it developed and by whom?

Alexis Wiggins, a high-school English teacher, developed it. Through specific processes like
modeling, coding, group grading, and feedback sessions, Spider Web Discussion trains
students to work together collaboratively in their problem-solving and to self-assess that
process. The result is deep, high-level inquiry led and assessed by the students themselves.
In short, Spider Web Discussion aims to create authentic collaborators, communicators,
and self-evaluators out of all students.

Classroom Expectations for a successful Spider web discussion:

1. All students come prepared for the discussion; they have read and researched
the topic for discussion, perhaps beyond the resources suggested.
2. All students participate in a meaningful way, more or less equally.
3. The discussion is lively, interesting and focused. The questions raised lead to a
deeper understanding of the topic.
4. Quiet students are encouraged by the group and confident students do not
dominate.
5. There is a logical development of ideas – in which questions are explored and
resolved.
http://authenticeducation.org/alexis/
6. Students build on each other’s ideas but do not repeat them.
7. Students support their ideas with their notes, examples and quotations from the
resources suggested.
8. Students listen carefully and respectfully. Everyone’s ideas are heard without
interruption. There is no talking, daydreaming, rustling of papers, making faces, or
inappropriate use of phones or laptops.
9. Where relevant class vocabulary are used and discussed.

Spider Web Discussions – marking key

Order/Behavior
:) :(

O – Organizes, helps the flow of I – Interrupts

dialogue, Opens up discussion to D – Dominates discussion
others
S – Supportive of other student’s
contribution
DO – Draws Out quiet student

Questions
:) :(

GQ – Good Question UQ – Unhelpful question – repeating previous

topic or going over old ground

Comments
:) :(

* – Good Point R – Repeats previous point

T – good reference to Topic idea RAM – RAMbling/unfocused comments
previously discussed OT – Off Topic
CT - makes Connection to other
Topics, texts or class discussions
CL – makes Connection to Life
Ev - Backs up Point with
detail/evidence
V – Good use of Vocabulary
CE – Concise/Clear. Effective
Expression
Y - Synthesises.

Your task:

http://authenticeducation.org/alexis/
You will have a classroom discussion about your opinion on if artifacts should be kept
in museums. You should try to look at both sides of the argument, support each other
and be responsive to each others ideas. Listening is just as important as responding.

References for resources:

https://sites.google.com/nist.ac.th/myp-visual-arts/11/ceremonial-ceramics

Knowing and Understanding

Ii The role of the art form in original or displaces contexts.
level Achievement level descriptor Task specific clarifications

0 The student does not reach a

standard described by any of
the descriptors below.

1 The student: Contributions are minimal or

superficial
– ii. demonstrates limited
understanding of the role of the art State, outline, describe.
2 form in original or displaced
contexts

3 The student: Contributions are developing or

weaker, but ideas are being
– ii. demonstrates adequate introduced and some support
understanding of the role of the art given.
4 form in original or displaced contexts

5 The student: Contributions develop the ideas

– ii. demonstrates substantial
understanding of the role of the art
6 form in original or displaced
contexts.
presented and show a clear
understanding of the context and
concepts in the research.

7 The student: Contributions are rich, varied,

using multiple perspectives and
– ii. demonstrates excellent points of view from others and
understanding of the role of the art research.
8 form in original or displaced contexts

Elaborate, justify, synthesise

http://authenticeducation.org/alexis/