What Does It Take to Facilitate Meaningful and Inclusive Discussions in Social Studies?

• In Event: 45.046 - Teacher Learning to Position Students as Capable in Class Discussions: Looking Across Subject Matter Domains

Abstract

Purpose. Discussion is a critical component of social studies education, which has as a central goal the development of civic efficacy (National Council for the Social Studies [NCSS], 2013). Substantively, discussions provide students the opportunity to deepen their content knowledge, draw meaningful connections, connect contemporary policy to historical events, and collectively consider ways to problem-solve, work for the common good, or fight an injustice. Procedurally, they provide students the opportunity to practice civil, reasoned exchange of ideas, consider and value alternative perspectives, build on others’ ideas, and build community (Harris, 2002). However, facilitating discussions is challenging—intellectually, logistically, and socially—thus discussion is often neglected in favor of more traditional approaches such as lecture or independent seat work (Author, 2017). This is especially true at the elementary level and when discussions focus on what are considered controversial topics (McBee, 1996).

The study explores what effective, inclusive whole-class social studies discussions that position students as capable look like and what it takes to get there.

Grounding Framework. This study is grounded in the small but rigorous scholarship base on discussion by Hess (2009), Hess and McAvoy (2015), Larson (1997; 2000), Parker and Hess (2001), among others that demonstrate the power and promise of discussion, while recognizing the variety of factors that make discussion facilitation challenging, particularly for beginning teachers.

Data and Findings. Drawing on data (pre- and post-surveys, interviews, and videorecordings of in-class discussions) collected from elementary teacher candidates in a social studies methods course and in teachers’ first year of teaching, this paper highlights factors that are associated with growth in discussion facilitation among teacher candidates and factors both inhibiting and encouraging the use of discussion. It also suggests instructional moves that are likely to position students as capable, such as establishing a productive physical arrangement of the classroom, setting norms for respectful discussions, and preparing students for discussion. Moreover, discussions are more likely to be effective with teachers who are comfortable shifting control of the classroom to students and who recognize and address the ways perceptions about students based on gender, race, social class, and language can explicitly and implicitly affect the dynamics and power relations in classrooms discussions.

Significance. This paper focuses on the domain-specific approaches to discussion in social studies including how to frame a discussion around a public issue; arguing by analogy; discerning and explaining the relevance of core democratic values and how those values may conflict as applied to the issue; clarifying relevant concepts; and effective questioning. It also shows the ways in which social studies both overlaps and diverges from other domains—how discussion skills in social studies can transfer and connect to other areas as well as ways that social studies discussions are unique. The paper argues that discussions in social studies classrooms provide opportunities for students to see themselves as powerful change agents who can use their reasoning and communication skills to make a difference in the word (Mitra & Serriere, 2012).

Author

• Anne-Lise F. Halvorsen, Michigan State University