John Francis

Armando Govea
Marisol Seyk-Malanche
RDG 323
Discussion Protocol Group 9
Engagement and Adolescent Literacy:
https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-engagement-and-
adolescent-literacy.pdf
Fishbowl Strategy:

A small group of students arrange themselves in a circle in the center of a room. This is
called the fish bowl section of the collaboration. This small group has a discussion together while
the rest of the students watch. The outside circle can take notes, and later pose questions and give
comments about what they observed. Teachers should select students for the fish bowl who are
skilled at group discussion -- or might deliberately choose one or two who are new to it so that
the fish bowl does not seem too "perfect" for those who are observing. Once the group is
established, the teacher should set some ground rules. Students might initially be self-conscious
as part of the group "on stage," but they generally grow more comfortable as the conversation
flows.

Low-Preparation Discussion Strategy Materials:

Note Cards/Scratch paper
Prior reading of the article, “Engagement and Adolescent Literacy:
https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-engagement-and-
adolescent-literacy.pdf”

Directions:
1. Students will be asked to read the prior article
2. Teacher will split the class into 2 groups.
3. The first group will gather around in a circle, prepared to discuss with their peers in the
following group.
4. The second group will each be assigned a person they need to observe and take notes on.
5. Once everyone is prepared, the first group will allow the speaker to speak with unlimited time
and provide supported ideas, agree with a speaker and add supporting information, disagree with
a speaker and offer refuting information, or connect contributions.
6. While the first group begins discussing, the second group will remain silent while listening
quietly, take notes on discussion skills, and note nonverbal communication.
7. Once the first group has completed the discussion questions, the second group will be allowed
to share their thoughts and respond to the comments they have written down.
8. When the second group begins to wrap up, the first group will be able to reflect on their
overall thoughts.
Questions to ask:
❖ Prior to discussion: What is the purpose of discussing what we have read?
a. How can you prepare yourself before and after a discussion to get your thoughts
across the board with ease?
b. Do you value sharing your thoughts or do you like to keep them to yourself?
❖ During discussion:
What is disciplinary Literacy?
a. How is disciplinary literacy used?
b. How does disciplinary literacy differ for each content and provide examples?
❖ What is the purpose of Scaffolding?
c. How does scaffolding differ in each discipline?
d. In the classroom how would you make sure the scaffolding techniques are flexible
for each student?
❖ When we begin our teaching, what is one take away you would use in your future
classroom?

Closing Thoughts:
Students will submit their notes if they were the outside observers, while those in the main
discussion will simply prepare notes to turn in prior. The exit ticket for this particular assignment
is to write a summary of what the student’s role was, two things they learned and one thing they
would change for the next time. The main takeaway would hopefully be that the students are
more comfortable with engagement, literacy, synthesizing prior knowledge, and presenting
information.