Discussion Protocols

The following discussion protocols are helpful for creating classrooms in which students talk to each other about texts and their meaning rather than a ping-pong discussion format in which the teacher asks a question and students answer. We want young people talking to each other, listening to each other, and learning from each other. If everything goes back to the teacher, students become to ignore each other and just "hear" the teacher.  

 

Some of these formats are standard in progressive schools, such as the "barometer" or the "four corners." One protocol I created is called the Something Protocol. It uses sentence starters to begin a deep reflective conversation between two or more students. Download the document with the icon on the right to see the prompts. Students can use the protocol in pairs or as part of a full-class discussion. One student begins talking with a sentence starter on the left-hand column. The other student listens, thinks for a moment, and then responds with one of the right-hand column responses. Students may build in continued responses until it is a true conversation or someone may make a new "comment" starter from the left-hand column.

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Another protocol I developed is called Silent Inquiry Circles. This format works best in small groups of 4-5 students. Give each student a piece of paper and ask them to write down a big question about a text or concept. This works great as a response to a film or article. Make sure the students circle their question. Then, they pass around the paper to other members of the group. Each student should now write down their answers to the questions of other students as the papers get passed around. Students should get back their original paper with their question at the end. Afterwards, you can ask for share-outs to the larger class. Which question got you really thinking? What was your response? Which response did you find most helpful to your question? Was there a response you disagreed with? Why?

 

Quotation Sensation is another one I developed. This works best with a text or video that includes powerful language so that you can select 4-5 great quotations. Print them out in big font and post them on separate sheets around the room. Ask students to stand by the quotation that most resonates with them and to discuss why. Close the discussion with a share-out from each group. What does the quotation mean? Why is it powerful? Do you agree or disagree with it?

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A fourth protocol of mine that I like is one I call Pictionation. This works best with a text or video that has powerful visual imagery or language. I ask students, perhaps in groups, to choose one line in the text that stands out to them and to draw a picture of it. Then, other students have to guess what the image represents (pictionary) and have a conversation (piction + ation) about its meaning and why the student chose it. A variation asks them to draw an emoji on the back that represents their viewpoint toward the text (angry, happy, confused, agree, disagree, etc.).

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Below are additional discussion protocols:

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