Discussion Web

 

Who?

• Discussion Webs can be utilized at all grade levels.

• However, READ: Seventy Strategies to Support Reading Success suggested using the strategy in PreK-8. 

• This strategy can be utilized in small groups and in whole group.

What?

• The discussion web incorporates reading, writing, speaking, and listening as students explore two sides of an issue.

• Teachers recognize the importance of classroom discussions in developing students' thinking but often find it difficult to involve the entire class in the discussions. Sometimes students are reluctant to participate, and only a few students actually contribute to the conversation. Discussion webs help involve all students as active participants in class discussions.

Why?

• Discussion webs are designed to include all students in active participation in class discussions.
• This strategy helps develop students' cooperative learning skills.
• It also helps students develop a mental framework for looking at two sides of an issue and for processing opposing and/or supporting evidence before taking a stand.

When?

• Discussion webs should be utilized after reading.

How?

• Choose a selection for student reading that is open to interpretation and possible opposing viewpoints. Prepare students for reading by activating relevant background knowledge, and establish a purpose for reading.
• After students read the selection, introduce the discussion web, and provide a focus question for discussion.
• Assign students to work with a partner or in small groups to develop opposing sides of the question. Encourage students to throw the evidence on the table and to hash things out among themselves. Remind students to return to the text as needed for evience to support their opinions. When this strategy is first introduced, model this thinking and talking process for the students.
• After students share viewpoints and complete the discussion web, group each set of students with another group. Have the new groups share their thoughts and work on reaching a consensus response to the question. Have them add additional arguments to the discussion web and/or complete another web. The new group's final conclusion is written at the bottom of the web.
• Have the combined groups share with the entire group. Give each spokesperson a time limit, usually two to three minutes. Such a limit reduces the likelihood that the last group will have nothing to add to the discussion.
• Have students write their own personal responses to the focus question. The discussion web provides them with a framework for getting out their thoughts about the question while allowing them to reflect on the contributions of their classmates.