Supporting Teacher and Student Use of Discourse Tools for Engagement in Equitable Sensemaking

• In Event: 52.030 - Using Next Generation Science Standards to Inform and Provide Equitable Instruction, Learning, and Assessments to Diverse Students

Abstract

Objectives
The NGSS describe scientific practices as an essential component in three-dimensional learning (NGSS Lead States, 2014). We explore how teachers and elementary students engaged in scientific practices (NRC, 2012) use discourse tools to promote more equitable knowledge-building in classrooms with English learners (ELs). More than language supports are needed for collaborative knowledge-production with ELs to be equitable (Author, 2016). We seek to answer the following question, “How can discourse tools be used for not only supporting language and discourse, but also for removing persistent exclusions of ELs’ ideas in knowledge-building?”

Theoretical Foundation
We define equitable discourse to mean that a group extends sufficient agency, capacity and motivation to mine ideas presented by group members, including ELs (Barron, 2000; Damşa et al., 2010). Discourse tools (Michaels & O’Connor, 2012) designed toward creating equitable spaces for ideas are especially critical for ELs (Dotson, 2014).

When ELs are supported in cognitive tasks and language functions, they build understanding in science and acquisition of English (Quinn, Lee, & Valdes, 2012). But even with the necessary language support to access science discourse, in our work, ELs experience persistent exclusions in shared knowledge-building, and are unable to fully benefit from sensemaking.

Researchers have identified strategies that focus on social-historical exclusions (i.e., Rosebery, Warren, & Tucker-Raymond, 2015) and discourse and language supports for ELs (Author, 2014), but there is a paucity of research that focuses on using discourse tools for alleviating exclusions of ELs based on the knowledge-building system.

Methods
We observed two 3rd grade classes as they enacted two project-based units designed to engage students in NGSS scientific practices to make sense of meaningful phenomena (NGSS Lead States, 2013; NRC, 2012). Using a data-driven approach, we analyzed four collaborative discussions in each class as the students developed and used models, and as the teacher and students began to use the equity discourse tools. We identified instances in which students utilized the tools to (1) support the science practice and (2) facilitate equitable discussion around ideas.

Analysis and Discussion
For the process coding, we used theoretical constructs of epistemic systems and power dynamics (Cornelius & Herronkohl, 2004; Dotson, 2014; Fricker, 2012), and used modified dialogic coding schemes of agency and shared agency (Stroupe, 2014 & Damsa, 2010). In our analyses we characterized ideas presented and included, or excluded, in the shared space and the extent that the group exhibited wherewithal (i.e., multiple avenues), and stamina (i.e., time, focus) to consider and mine the ideas of others. Our finds show that discourse tools can facilitate group wherewithal and stamina to equitably mine and consider ideas presented by ELs.

Scholarly Significance of the work
The NGSS emphasizes that three-dimensional learning is critical in order to meet learning performances, and engaging in scientific practices is one dimension. We propose that when presented with equitable discourse tools, more students, particularly ELs, benefit from participating in knowledge-building when using these practices.

Authors

• Emily Miller, University of Wisconsin - Madison

• Phyllis Haugabook Pennock, Michigan State University