Creating a Discourse Community

Batista, Lisa Nguyen; Chapin, Suzanne H.

doi:10.5951/teacchilmath.25.5.0298

Cited by 3 publications

(1 citation statement)

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“…For example, students may work in small groups to review familiar content in mathematics that allows them to focus on explaining or reasoning. Using familiar content allows for the primary focus to be on strengthening discourse while also reviewing key concepts (Batista & Chapin, 2019). For example, you may provide a small group with a problem ( How can you solve 17 x 3?…”

Section: Reimagining Evidence‐based Practicesmentioning

confidence: 99%

Reimagining Discourse in the Classroom

Grifenhagen¹,

Barnes²

2022

The Reading Teacher

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Classroom discourse serves an important role in language, literacy, and other content area learning in early childhood and elementary classrooms. In this article, the authors define discourse as it relates to teaching and learning and overview the background of research on the topic. Then classroom discourse is reconsidered in the current context, including the field's growing understanding of the importance of knowledge for literacy, increasingly diverse student populations, and the rising prevalence of technology for instruction. Two traditional classroom discourse practices, sharing time and small‐group discussions, are revisited with these considerations. Suggestions are presented for how educators may update their approach to facilitating these types of discourse activities.

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Section: Reimagining Evidence‐based Practicesmentioning

confidence: 99%