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In a collection of chapters from high school teachers and university researchers, Raise Your Voices offers English language arts teachers “one-stop shopping” to learn how to foster dialogic classrooms and how to prompt, sustain, connect, and assess classroom discussions, especially discussions about issues that adolescents find consequential. The chapters explore both the basics for facilitating discussion to support literacy learning and the principles for assessing the progress and effect of discussion and for including all students in lively dialogue. Taken together, the entries in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.
In a collection of chapters from high school teachers and university researchers, Raise Your Voices offers English language arts teachers “one-stop shopping” to learn how to foster dialogic classrooms and how to prompt, sustain, connect, and assess classroom discussions, especially discussions about issues that adolescents find consequential. The chapters explore both the basics for facilitating discussion to support literacy learning and the principles for assessing the progress and effect of discussion and for including all students in lively dialogue. Taken together, the entries in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.
Foreword
Carol D. Lee, Northwestern University
Acknowledgements
Editors’ Introduction to Raise Your Voices
Part I: Inviting Conversations
Editors’ Introduction to Part I
Chapter 1: Inquiry and Discussion
Thomas M. McCann, Northern Illinois University, DeKalb,
Illinois
Chapter 2: Authentic Discussion and Writing
Elizabeth E. Kahn, Northern Illinois University, DeKalb,
Illinois
Chapter 3: Discussion and Literature
Carolyn Calhoun Walter, Northern Illinois University
Chapter 4: Daily Classroom Discourse That Supports Speaking and
Listening Goals
Kim Gwizdala, Glenbard West, High School, Glen Ellyn, Illinois
Part II: Reflecting on Practice to Foster Engagement and
Learning
Editors’ Introduction to Part II
Chapter 5: Seeing and Hearing What Actually Happens
Dawn Forde, Adlai E. Stevenson High School, Lincolnshire,
Illinois
Chapter 6: Inviting Student Reflection on Participation
Andrew Bouque, Adlai E. Stevenson High School, Lincolnshire,
Illinois
Chapter 7: Planning, Managing, and Troubleshooting for Rich
Discussions
Andrew Bouque and Dawn Forde, Adlai E. Stevenson High School,
Lincolnshire, Illinois
Part III: Expanding Conversations
Editors’ Introduction to Part III
Chapter 8: Layers of Discussion
Lisa Whitmer, Larkin High School, Elgin, Illinois
Chapter 9: Extending the Conversation: Discussion-Based Inquiry
Units
Julianna Cucci and Zanfina Rrahmani Muja, Maine Township High
School District, DesPlaines, Illinois
Chapter 10: Digital Discussions
Nicole Boudreau Smith and Mark Patton, Adlai E. Stevenson High
School, Lincolnshire, Illinois
Chapter 11: Discussion, Deliberation, and Democracy
Tamara Jaffe-Notier, Niles West High School, Skokie, Illinois
Part IV: Including Everyone in Conversations
Editors’ Introduction to Part IV
Chapter 12: Discussion with English Learners: Both Possible and
Powerful
Barbara Alvarez, Huntley High School, Huntley, Illinois, and
Shannon McMullen, Glenbard North High School, Carol Stream,
Illinois
Chapter 13: Discussing Difference: Engaging Students with Learning
Differences in Authentic Discussion
Claire Walter, Wolcott School, Chicago, Illinois
Chapter 14: “Talk isn’t Cheap in Here:” Discussion in Prison
Classrooms
Deborah Appleman, Carleton College, Northfield, Minnesota
Chapter 15: A Place for Reticent Speakers
Patricia Dalton, Fremont High School, Sunnyvale, California
About the Editors
About the Contributors
Thomas M. McCann is a professor of English at Northern Illinois
University, where he contributes to the teacher licensure program.
His books include Transforming Talk into Text and Literacy and
History in Action (Teachers College Press) and the co-authored
Talking in Class (NCTE, 2006), The Dynamics of Writing Instruction
(Heinemann, 2010), and Teaching Matters Most (Corwin Press,
2012).
Andrew Bouque teaches English at Adlai E. Stevenson High School in
Lincolnshire, Illinois. In his 19 years in public high schools, he
has worked to build classroom communities for students to find,
develop, and refine their spoken voices and craft arguments that
matter.
Dawn Forde is a teacher at Adlai E. Stevenson High School and has
been learning from her students for the past seventeen years. She
has presented at local, state, and national conferences, primarily
focusing on discussion and its effects on literacy and student
engagement.
Elizabeth A. Kahn taught English language arts for 36 years and
served as English department chair; she now teaches in the English
teacher education program at Northern Illinois University in
DeKalb, Illinois. She has co-authored several books, including
Discussion Pathways to Literacy Learning (NCTE 2018), The Dynamics
of Writing Instruction (Heinemann 2010), and Writing About
Literature (NCTE 1984 and 2009, updated edition).
Carolyn Calhoun Walter taught English students for thirty years at
both public and private high schools and now supervises student
teachers for Northern Illinois University. Ms. Walter is a regular
presenter at national conferences and has co-authored Designing and
Sequencing Pre-Writing Activities and Writing about Literature, and
Discussion Pathways to Literacy Learning.
Teachers will find answers to many questions they may have about
dialogic instruction in Raise Your Voices: Inquiry, Discussion, and
Literacy Learning. Unlike many, perhaps most books on this topic,
it is written “from the trenches” by experienced teachers. Dialogic
instruction is increasingly challenged by prescriptive lesson plans
that make little room for authentic questions and open-ended
questions. Dialogic instruction is moreover particularly
challenging for new teachers who may not always know how to
interpret pauses in student responses to their questions: Did they
ask a dumb question or a challenging thought-provoking one? Silence
can be hard for a new inexperienced teacher to understand.
Fortunately, they will find experienced guidance to such questions
in Raise Your Voices: Inquiry, Discussion, and Literacy
Learning.
*Martin Nystrand, Louise Durham Mead Professor of English Emeritus,
University of Wisconsin-Madison*
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