ABSTRACT
The classroom discussion allows learners to shake apart ideas so that they can put ideas together in new and better ways. This chapter identifies three fundamental misconceptions about discussion that are major obstacles to successful classroom communication. These misconceptions dampen the liveliness of classrooms and create a predictable lethargy. Dillon's work clearly indicates that although teachers may claim to want their children to speak openly in class, the opposite actually occurs. Even though teachers claim to desire a discussion, their questions actually decrease child-talk and increase teacher-talk. As a remedy for the three misconceptions, the teaching model presented here is designed to create a dynamic and meaningful opportunity for students to develop speaking skills. The Discussion Types Model is intended to sharpen these skills while providing a key cross-disciplinary literacy strategy. Both student and teacher can monitor the exchange of ideas and create even more powerful responses. Some real tensions often discourage teachers from encouraging authentic and widespread participation.
