Illinois Teacher Workshop Discussion Group

At PCHS we have several large scale simulations that we have students partake in. The one that we take the most pride in is our mock Congressional Hearings and Full Session. To set these three simuilations up we have students first declare their political party using the official platforms published by both of the parties. We then have them form their own Political Interest Groups and draft a bill using research from the Constitution, standing committees in the House of Representatives, Executive Departments for Enforcement, and many other sources. We then put the students into committees and have them present and debate the bills two times at committee hearings and then we select 8 bills to make it to our Full Session, where they research and debate them again. 

Throughout all of these debates we use Parlimentary Procedure, which ensures that students stay on task, are respectful, but they can still ask and answer questions.

We tend to lean heavy into the prepartion aspect of debates, so students have plenty of time to gather their thoughts and form respectful arguments.

All of these things have led to a culture of positive, informed and respectful debate in our government classes!

Building collaborative, informed discussion skills is truly at the heart of social studies instruction. In this sense, I am mindful of the language I use to describe our discussion activities with students because many of them connote "debate" with a win-lose situation. When this binary outcome is the expectation, students are removed from the responsibility of working critically with the information presented by their peers. To combat this notion, I structure discussions in my classroom to be open to compromise and reflection on the students' end. This takes multiple formats ranging from an informal "4 Corners" discussion to a more formal parliamentary procedure based discussion centered upon problem-solving and student composed resolutions. I believe it is important to remember that these communication skills are just that, skills. They have to be fostered intentionally and formatively from the start before students can be expected to engage in high-level, informed discussion. 

Teaching US History, research and informed discussion of that research is a skill we work on throughout the year. Students participate in various collaborative discussions and simulations. Constitutional Convention, a simulation where students take on the role of a colony and debate with other US History classes what should be written in the Constitution, requires a lot of practice and build-up, mostly consisting of group discussions and small-class debates. What has been most effective for me is beginning with smaller-scale discussions during class in small groups, with the introduction of Parliamentary Procedure. This helps develop their confidence to speak in front of each other and get comfortable having academic-based conversations, while also practicing procedural skills about how to have an effective disussion where all points of view are heard. Having students converse about topics they have done individual research on in small class groups and then eventually in a whole class setting helps foster the skill of informed discussion and effective debate. After developing these skills, as we get closer to Constitutional Convention, students in their individual classes participate in the Articles of Confederation simulation to get them prepared for the actual convention in a more serious format. Enforcing respectful rapport and emphasizing listening skills helps make debates and academic conversations more effective. Developing these research and debate skills helps foster those skills for the actual simulation. 

Fostering informed discussions is an ongoing process throughout the year.  I teach MIddle School American History (8th Grade) , and we have a very diverse population.  In the planning process I have to plan for an Honors class,  while then adding  differentiated instruction to each lesson for the many ML (Multi-Language) learners we have as well as my  resource students. It begins with fostering relationships and trust not only between myself and the students, but student to student.  Once we have mastered that level of comfort, we move forward into a more informed discussion format. Making sure they are informed on the material being covered is a top priority before actually moving into a higher level discussion.  They have to be comfortable in their knowledge, to discuss and share openly, as well as conforfortable in their environment. We work towards those informed discussions with  some "Four Corners" activities,  allowing the students to share and discuss with one another first before sharing out with the remainder of the class.  We may also engage in an "Inside/Outside Circle" activity which also allows for discussion in a somewhat controlled manner which allows everyone to speak and express their views. With my Honors class,  we work towards a Socratic Seminar format where they do the questioning and lead the discussion.  I will admit it is all a gradual process, and we are always adding different activities to increase the student's ability to have solid, informative discussions and learning how to debate in a constructive manner. 

In the Buffalo Schools we have an Interscholastic Debate Program & Public Speaking Program amonst our High Schools, these students are great peer leaders for the discussion/debate lessons within the classroom setting. In our district we have introductory lessons centered around discourse on topics designed to evoke a response. In gardes 7-12 we use the New Visions Social Studies Curriculm and Stanford History Education Group/Digital Inquiry Group SAC lessons to model how to debate and discuss issues with in the classroom. In Grades 6-12 we particpate in the National History Day program with our students, this allows students to have a point of view on a historical or social issue and prove it with historical research that includes interviews, primary and seconday sources. 

At Rich Township we strive to have a community were everyone's voice is heard and respected. My classroom procedures and expectations were created in tandem with my students specifically for each individual periods and their particular needs. We created classroom norms that we revisit at least one-two times a week. Students are encouraged to find their own voice through various speaking opportunities in front of the class. A sidebar of all my classes is my mini-lessons on Media Literacy. I believe that these lessons have encouraged my students to be my discerning consumers of information, and thus more informed participants when our debate topics arise.

Ty Johnson

Rich Township H.S.