Using Literature Discussions to Reason Through Real-Life Dilemmas: A Journey Taken by One Teacher and Her Fourth-Grade Students

Kim T. Nguyen-Jahiel, Richard C. Anderson, Martha Waggoner, Betty Rowell

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter traces one veteran teacher’s implementation of a new discussion method called Collaborative Reasoning (CR) in her classroom. It describes a typical language arts session in Mrs. Rogers’s classroom, followed by a synopsis of the CR model. The overarching goal of CR is “inculcating the values and habits of mind to use reasoned discourse as a means for choosing among competing ideas”. The CR approach was so different from Mrs. Rogers’s regular language arts lessons that both teacher and students had to learn new ways of talking and thinking. In CR, when students all line up on one side of an issue, the teacher is supposed to play the devil’s advocate to challenge students to consider other perspectives. Despite her avowed intention to enable free-flowing, student-centered discussion, Mrs. Rogers unwittingly continued to control the topic and turntaking in the first few CR discussions.

Original languageEnglish (US)
Title of host publicationTalking Texts
Subtitle of host publicationHow Speech and Writing Interact in School Learning
PublisherTaylor and Francis
Pages187-205
Number of pages19
ISBN (Electronic)9781351547154
ISBN (Print)9781315087450
DOIs
StatePublished - Jan 1 2017

ASJC Scopus subject areas

  • General Social Sciences
  • General Arts and Humanities

Fingerprint

Dive into the research topics of 'Using Literature Discussions to Reason Through Real-Life Dilemmas: A Journey Taken by One Teacher and Her Fourth-Grade Students'. Together they form a unique fingerprint.

Cite this