How can you help English learners prepare for and participate in whole class discussions? If I do not carve a pathway for students to speak, I end up hearing the same three to five voices dominating whole class discussion, while the majority of the students are unaccountable and checked out. I have seen different methods for getting more voices, such as popsicle sticks or cold calling, but these can lead to awkward “gotcha moments” when students don’t have an answer to give.
Here are some steps you can take to enhance student participation in class discussions.
- Begin with a clear question. Write it on the board or project it so everyone knows the question. If appropriate, add a visual.
- Make sure every students has the basic items they will need for the lesson / discussion. For example, if they they are taking notes, make sure they have paper and a pencil,. Make sure they have set up their paper the way you want it (name, title of assignment, graphic organizer drawn or provided, etc.) I have students hold these items up for me to see, so that I can quickly scan the room to see who needs what.
- Allow for individual think time. Consider whether or not writing an answer would be helpful at this step. (Sometimes I write to think, but other times I need to talk before I can write). Consider adding a sentence starter or frame, if needed.
- Use “think, turn, talk” to let students talk to just one person (an “elbow partner”) about their ideas. Structure this as much as possible. “Partner A speaks first.” (Note: I have usually heard this called “think, pair, share,” but I recently heard “think, turn, talk.” I like the latter better because it names the specific behavior I want to see.)
- If warranted, have students share with small groups or with different partners. (I like to use the AVID strategy called “Give one, get one.” The protocol is to find another person in class and give one answer from your paper that they don’t have already and to get one answer from them, and then move on to another partner. I require that students to give and get answers aloud rather than copying each others’ papers.)
- Have a whole class discussion. Remember to use talk moves (see my previous tip about it). Never say something a student can say. Don’t repeat answers, or they will stop listening to their peers and only listen for your voice!
- Model how to continue to add more answers to notes as the discussion unfolds. Consider using student scribes for this so that you can monitor the class more closely. Take breaks from the discussion to allow time for students to add to their notes. Notes taking can be an excellent accountability/engagement piece, but if students get too bogged down with note taking they stop listening to the discussion.
- Give students time to process their notes. Simple annotations can be very helpful. For example, you could have students underline the most important idea(s).
Debrief the process with students. Have them name what worked and didn’t work for them. Guide students into reflection about not just what they learned but how they are learning.
Tips for Teachers of English Learners 