Reading Matters Winter 2019

TABLE 2: Examples from transcripts of Bloom’s higher-order thinking. Bloom’s Revised Label

Example of Representation from Transcripts to Show Examples Preservice Teachers

Students

Create (cr)

No Examples

They might try, head to the house and try to um . . . . yeah, try to hunt him. And he might learn a lesson. He might find out and learn a lesson that, how, they animals feel whenever he’s hunting them. (PST 15, Female Student) Um, okay. Well, what I think is that love is more like touchy in like the media and stuff and then it’s like, but then, a mutual like metal connection . . . that like, yeah, that’s it. That’s all I got. (Laughs) (PST 16, Student 1). Yeah, um. Kinda to piggyback on what Logan says, try, if you know that you, there’s no, like you can’t win, you should just try to see how much, like, not completely lose some. ‘Cause it can help you out, most likely. Yeah (PST 18, Student 1). Yeah, like you’re never doing anything good just because you wanna be good. You’re expecting karma or something to come out of it (PST 14, Student 2).

Evaluate (e)

Alright, what type of love is speaker conveying in “A Valediction: Forbidding Mourning?”Are there different types of love? So let’s answer first, what type of love do we think that the speaker is conveying in the poem? (PST 16, Candidate Teacher). What qualities make a good hero? . . . Who is a hero that y’all . . . like a hero that comes to mind and what qualities does that hero have? (PST14, Candidate Teacher) The water! The water could consume him. The water could come up around him, the water will close over him, he would suffocate, he would drown, he would die. (PST 15, Candidate Teacher) Alright, so, the first question is: What is McCarthyism? . . . Anybody can start. Yes? (PST 17, Candidate Teacher). Who would um, the other accused people be? Take out Elizabeth and John. Who would they be? Miller or McCarthy and why? (PST 17, Candidate Teacher). Alright everyone, let’s speak one at a time! So, who wants to go first? You wanna go first? What’s your name? Okay! (PST 16, Candidate Teacher)

Reading Matters Research Matters Analyze (an) Apply (ap) Understand (u) Recognize (r)

Isn’t it like anti-communist movement? (PST 17, Student 1)

They was caught dancin’ in the woods. (PST 15, Student 5).

Clarifying Comment (c)

Back to the whole burning building thing (PST 14, Student 1).

TABLE 3: Discussion analysis of preservice teacher’s transcripts. Transcript PST 14 Transcript PST 15 Transcript PST 16

Transcript PST 17

Transcript PST 18

Transcript PST 19

Post Reading Beowulf Senior Honors

Mid-Reading The Most Dangerous Game Freshman College Prep

Post-Reading Love Poems

Mid-Reading The Crucible

Mid-Reading AndThenThereWere None

Pre-reading To Kill A Mockingbird

Freshman Honors

Junior College Prep

Senior College Prep

Freshman Honors

Teacher

Student

Teacher

Student

Teacher

Student

Teacher

Student

Teacher

Student

Teacher

Student

# of PST Comments

# of Student Comments

# of PST Comments

# of Student Comments

# of PST Comments

# of Student Comments

# of PST Comments

# of Student Comments

# of PST Comments

# of Student Comments

# of PST Comments

# of Student Comments

11

86

58

54

53

46

44

26

68

74

43

48

% of Conver- sation

% of Conversation

% of Conversation

% of Conversation

% of Conversation

% of Conversation

% of Conversation

% of Conversation

% of Conversation

% of Conversation

% of Conversation

% of Conversation

11%

89%

52%

48%

54%

46%

63%

37%

48%

52%

47%

53%

# of Higher Order PST Comments (CR, E, AN)

# of Higher Order Student Comments

# of Higher Order PST Comments

# of Higher Order Student Comments

# of Higher Order PST Comments

# of Higher Order Student Comments

# of Higher Order PST Comments

# of Higher Order Student Comments

# of Higher Order PST Comments

# of Higher Order Student Comments

# of Higher Order PST Comments

# of Higher Order Student Comments

4

37

11

10

10

22

7

8

12

31

4

19

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

% of Higher Order Discussion

36%

43%

19%

18%

19%

48%

16%

31%

18%

42%

9%

40%

of the conversation rather than a participant. Most of the preservice teacher’s comments were clarifying questions; however, letting students clarify and negotiate meaning may have been a better choice for a Socratic seminar. Teachers or student leaders should, ideally, facilitate the conversation (Keegan, 2013). The teacher’s job is to listen while students discuss and work through the questions and ideas at hand. In this study, only PST 14 facilitated by speaking only 11% of the time. The remainder of the preservice teachers interacted. PST 15 spoke 52% of the time, PST 16 spoke 54% of the time, PST 17 spoke 63% of the time, PST 18 spoke 48% of the time,

and PST 19 spoke 47% of the time. Even though comments from teachers were clarifying and encouraging moments, this amount of commenting changes the seminar from student- centered to a shared space between teacher and student. In the Socratic seminar, it is the teacher’s job to ask key questions and redirecting questions (Coke, 2008). The students work with the issue as the teacher monitors and redirects. Higher-Order Questioning When examining the discussions, most of the preservice teachers had students think and question, using higher order thinking through more than half of their discussions. When

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