Institute/Session Summary:

PURPOSE:

To show educators how to connect electronic discussion to classroom discussion in a hybrid course and how to use these discussions to help students create a community of readers and writers.

LEARNING OBJECTIVES:

Participants will learn how to (1) organize the electronic discussion circles, (2) link the electronic discussions to classroom discussion, and (3) help students use these interactions to organize for essay writing.

CURRENT THEORETICAL BASIS:

Some current studies suggest that social interaction and discussion support comprehension while others purport that a skill-focused approach is the most effective. This presentation shows how to use technology to build a community of readers and writers based on social interaction, discussion, and the opportunity to share their work while.

SIGNIFICANCE TO THE FIELD:

As hybrid and online classes are becoming more accepted and/or expected, virtual and real classroom instructional time can be disjointed. This presentation seeks to show instructors how to weave the two together to gain maximum participation in both virtual and real time.

OUTLINE OF CONTENT:

Participants will be given the following handouts:

• Copy of PowerPoint Presentation
• How to Create an On-line Discussion Circle
• How to hold a Grand Conversation
• What is Shared Inquiry?
• Questions that generate conversation
• Psychology Reading on Birth Order
• Outline for Compare/Contrast Essay -Biology Reading on Cancer and Cigarette Smoke
• Checklist for Topic and List Essay -Education Reading on Emotionally Disabled Children in the Classroom
• Checklist for Point and Support Essay
  

1. Subject: Psychology Topic:
   Birth Order
   Teaching Strategies: Graphic organizers, Discussion Groups
   Skill Learned: Categorization
   Outcome: Compare/Contrast Essay
   A. In class--live graphic organizers (What do you think?)
   B. Working with the Online Discussion Groups (Read article, discuss, agree/disagree)
   C. Organizing information--Introduce compare/contrast charts, diagrams, outlines)
   D. Whole Class discussion on how to present information E. Writing [out of class] & Sharing the Essay [in class]

2. Subject: Biology
   Topic: Cancer & Smoking
   Teaching Strategy: KWL, Quick Writes, Discussion Circles, Grand Conversation
   Skill Learned: Reading for facts & Details
   Outcome: Informational Essay
   A. In-class quick writes (KWL-What do I know?)
   B. Online Discussion Circle (Assign Roles for Discussion Circle; continue KWL-What do I want to find out? Include author’s central point.)
   C. Whole Class discussion (KWL-What did I learn?)
   D. Writing [out of class] & Sharing the Essay [in class]

3. Subject: Education
   Topic: Emotionally disabled children in the classroom
   Teaching Strategy: Shared Inquiry, Quick Writes, Discussion Circle
   Skill Learned: Point & Support
   Outcome: Persuasive Essay
   A. In class quick write
   B. Read chapter from education tradebook.
   C. Online Discussion Circle (Assign Roles--Did your opinion change after reading?)
   D. Teacher-led Class Discussion based on Shared Inquiry--Teacher asks question to which there is no right/wrong answer. Students support and verify their thoughts from phrases and passages in the reading and from information they gained through the discussion circle.
   E. Writing [out of class] & Sharing the Essay [in class]

AUDIENCE ENGAGEMENT:

The audience will act out the part of the students by working in small groups to create the online discussion circles. They will continue to act out the part of the students to bring their online work to whole group classroom discussions. The audience will also participate in reading and writing activities to experience how the discussion works as a catalyst to facilitate student writing. Discussion chips will be given out as markers for both online and in-class discussions to encourage all to contribute.

RELEVANCE TO CRLA MEMBERS AND OTHER CONFERENCE ATTENDEES:

Anyone who is interested in teaching a hybrid couse would benefit from this institute because it shows people how to enhance student participation both online and in the classroom.

Presenter1 Name: JoAnn Yaworski-Usher
Presenter1 Institution: West Chester University
Presenter1 Bio: JoAnn Yaworski-Usher is author of AbLongman's college reading series "Getting Ahead: Fundamentals of College Reading" and "Reading Between the Lines: Advanced College Reading." She is also content provider for twelve web-sites that accompany other popular college reading textbooks.

JoAnn has been teaching reading, study skills, and other academic disciplines including History, World Cultures, English, and the Russian Language for public and private high schools, colleges, and universities for over 25 years. Currently, she teaches developmental reading, study skills, and teacher education classes in the Department of Literacy at West Chester University of Pennsylvania.

Dr. Yaworski received her Ph.D. in Reading and Educational Psychology from the University at Albany, the State University of New York. In 1996, her dissertation concerning student success won the "Distinguished Doctoral Dissertation Award" from this same institution. She has been named in Who's Who in America (51st Edition), Who's Who in the World (12th, 13th, 14th, & 15th Editions), Who's Who in the East (24th, 25th, & 26th Editions), Who's Who of American Women, (19th & 20th Editions) and Who's Who in American Education (4th & 5th Editions) for her work with college students. Her research and pedogogical articles often appear in the Journal of College Reading & Learning.