Using Discourse Analysis to Improve Classroom Interaction

DATE: 2/13/2020 CLASS:

GRADE: PERIOD(S):

Standard(s) Students will express comfort with people who are both similar to and different from
them and engage respectfully with all people.
ESSENTIAL  How do we circulate power in interactions, and how does this replace
QUESTION(S) classroom management? 
 How does teacher/student identity play into learning interactions and how do
we help students save face and repair if they do not?
 How can we shift our perspective from student behavior and classroom
management to teacher interaction and discourse?

Lesson Structure Time Accordion options

for extending the
lesson or for
meeting specific
students’ needs
Objectives/Goals 2
min
To improve interactional awareness and classroom management
using discourse analysis.
Connection to Prior Learning 2
This lesson ties into our discussions on dialogic learning because it details min
discussion practices between teachers, students, and staff in order to stimulate
learning.
Rationale 2
It will provide effective and positive interactions in the future with students and min
colleagues. Today’s reading emphasizes the importance of discussion in the
classroom by positioning classroom talk as being just as important as the texts we
read.
Modeling 10-12
As a class, we will go through transcript 8.1. Each teaching colleague will discuss min
and analyze their said elements (circulating power, saving face, positioning,
alignment, and identity). We will briefly discuss these terms and how they function
within the transcript. 
Guided Practice/ Invitation to Independent Practice 10-12
min
We will give students a copy of the 9.1 Transcript.
We will invite colleagues to find specific elements in groups of
three.  After teaching colleagues have walked through the transcript
and some elements, we will invite colleagues to find the elements
themselves. Also, if they were considered and used well or poorly.
During the guided practice we will phase ourselves out of the
conversation and allow them to work on their own and discuss their
findings in their groups. 
Independent Practice/Conferencing 10-13
min
After the guided practice we will, as a class, discuss what they have
found. Ask them to provide examples from 9.1 that prove their
statements and provide evidence and reasoning if there is a critique
on one of the elements (as in the absence of the element and why).
And how to better incorporate the element into the conversation.
Wrap-Up  5
min
Pose question to students “Why do these vocab terms matter in
teaching?” Realize a variety of factors when interacting with students
and colleagues. How to effectively interact and improve interactions.
Final question of “How do these vocab terms play into circulating
power? When we use discourse analysis, how does that change our
work with our students?”

Assessment:

Modifications/ Differentiation