The document provides several discussion protocols and techniques for facilitating classroom discussions, as outlined in Stephen Preskill's book "Discussion as a Way of Teaching." It describes various structured approaches for discussions, including having students sit in a circle and take turns speaking according to specific guidelines, splitting into small groups to discuss topics before reconvening in larger groups, using notecards for students to write reflections or quotes, and allowing students to write responses on newsprint or a chalkboard to generate discussion. The purpose of these protocols and techniques is to encourage democratic and thoughtful classroom conversations.

1. Discussion Protocols
Mary Ann
Reilly
December
2012
Based On:
Preskill, Stephen (2009-
05-18). Discussion as a
Way of Teaching: Tools and
Techniques for Democratic
Classrooms.
1

2. Discussion Protocol: Think about the big ideas present in the
fictional work you just read that relate to the theme of _______ .
1. Along with 4 others, sit in a circle so that you see one another.
2. No one may be interrupted while speaking.
3. No one may speak out of turn in the circle.
4. Each person is allowed only three minutes to speak about the topic.
5. Each person must begin by paraphrasing the comments of the
previous discussant.
6. Each person, in all comments, must strive to show how his or her
remarks relate to the comments of the previous discussant.
7. After each discussant has had a turn to speak, the floor is opened for
general reactions, and the previous ground rules are no longer in force.
Based on : Preskill, Stephen (2009-05-18). Discussion as a Way of Teaching: Tools and Techniques for Democratic
Classrooms.
2

3. Close Reading Process
1. Read with a pencil in hand, and annotate the text
(surprises, significance, questions, definitions for
terms).
2. Look for patterns in the things you've noticed about
the text—repetitions, contradictions, similarities.
3. Ask questions about the patterns you've noticed—
especially how and why.
4. Jot down a response to this question: What
unexpected lesson did Loren Eiseley learn?
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4. Snowballing:
We are going to try something a little different today.
It’s called “snowballing,” and it gives you a chance to
think and talk a variety of configurations. Recall the
question posed before: What unexpected lesson did Loren
Eiseley learn?
Begin this activity by gathering your thoughts on these
questions in private reflection. Jot down some of these
reflections if you wish.
After five minutes of solitary thought, you will begin a
dialogue on the questions with one other person.
After another five minutes, you and your partner
should join another pair to form a group of four. You
will continue the discussion for ten minutes.
Think about how your understanding changed as you
discussed and listened to others.
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5. Circle of Voices
 Individuals reflect on the discussion topic (1-3 minutes)
 Participants go round the circle in order - each person has up to 1 minute
of uninterrupted air time to give their viewpoint on the topic. No
interruptions are allowed.
 Move into free discussion with the ground rule that every comment
offered must somehow refer back to a comment made by someone else in
the opening circle of voices. This need NOT be agreement - it can be a
disagreement, a question, an elaboration or extension, an illustration, and
so on.
 Based on : Preskill, Stephen (2009-05-18). Discussion as a Way of Teaching: Tools and Techniques for Democratic
Classrooms.
5

6. Structured Silence
 Every 15 minutes students write individually on 3x5 cards ONE
of the following :
 most important point,
 most puzzling point,
 question they’d most like to discuss,
 something new they’ve learned.
 At the end of the reading period, cards are shuffled & responses
read out by different students.
 Based on : Preskill, Stephen (2009-05-18). Discussion as a Way of Teaching: Tools and Techniques for
Democratic Classrooms.
6

7. Conversational Moves
 Bring 3x5 cards to class with moves typed on each of them.
Participants choose 1 of these cards randomly after sustained reading
has concluded.
EXAMPLES OF SPECIFIC MOVES
1. Ask a question or make a comment that shows you are interested in
another’s comments
2. Make a comment that underscores the link between 2 previous
contributions
3. Make a comment clearly building on what someone else has said -
make this link explicit
4. Make a summary observation on a recurring theme in the discussion
5. Express appreciation for how another’s comments have helped your
understanding
6. Disagree with someone in a respectful way
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8. Hatful of Quotes
 After Read Aloud
 Type out 5 to 6 provocative quotes from read aloud text on a 3x5 card
(each quote will be on several cards)
 Put these in a hat & have students choose a card at random.
 Participants take turns (at their choosing) to respond to these quotes - or
to earlier comments on these quotes.
 After Silent Reading
 Students briefly discuss any connections they made between the fictional
books they read and the themes present in the read aloud.
 Based on : Preskill, Stephen (2009-05-18). Discussion as a Way of Teaching: Tools and Techniques for Democratic
Classrooms.
8

9. Newsprint Dialogue
 Small groups put their deliberations on newsprint sheets - no reporter is
chosen to report these out.
 Newsprint sheets are then posted around the room & blank sheets posted
next to each sheet.
 Each participant takes a marker & wanders by herself around the room -
she writes her questions, reactions, agreements etc. directly onto the
sheets or on the blanks posted next to them.
 Groups reassemble at their postings to see what others have written.
 Based on : Preskill, Stephen (2009-05-18). Discussion as a Way of Teaching: Tools and Techniques for Democratic
Classrooms.
9

10. Chalk Talk
 Teacher writes a question in the center of the board & circles it
 Whenever they wish students go to the board & write responses to
question
 Others draw lines between responses to show connections/differences
 Teacher adds responses as needed
 Based on : Preskill, Stephen (2009-05-18). Discussion as a Way of Teaching: Tools and Techniques for Democratic
Classrooms.
10

11. Discussion Scoring Sheet
Student Name Class
Positive/Productive Behavior Non Productive Behavior
1. Offers his/her position on a topic. (1 point) 1. Does not pay attention. (-1 point)
2. Makes a relevant comment. (1 point) 2. Distracts another. (-2 points)
3. Uses evidence to support position. (3 points) 3. Offers irrelevant comment. (-1 point)
4. Kindly points out contradictions when another person makes 4. Monopolizes conversation. (-3 points)
irrelevant comment. (2 points)
5. Develops an analogy. (3 points) 5. Produces personal verbal attack. (-3 points)
6. Asks clarifying question. (1 point) Positive Points:
7. Uses active listening (paraphrases what another has said Non Productive Points:
before commenting). (3 points)
Total Points:
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