Discussion as a Bridge: Strategies that Engage Adolescent and Adult Learning Styles in the Postsecondary Classroom

Article Sidebar

PDF
Published: Dec 19, 2012
Keywords:
Postsecondary Instruction, Andragogy, Pedagogy, Classroom Discussion, Engagement, Critical Thinking

Main Article Content

Hope Smith Davis
Indiana University South Bend

Abstract

Abstract: This essay examines areas where literacy researchers in secondary and postsecondary contexts have explored the use of classroom discussion for extending critical thinking and content comprehension among students. It provides an argument for the use of strategic conversations in postsecondary classrooms and outlines specific methods for planning and implementing class-based discussions aligned with areas of convergence between adolescent and adult learning theories.

Downloads

Download data is not yet available.

Article Details

How to Cite
Davis, H. S. (2012). Discussion as a Bridge: Strategies that Engage Adolescent and Adult Learning Styles in the Postsecondary Classroom. Journal of the Scholarship of Teaching and Learning, 13(1), 68–76. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2157
Issue
Volume 13, Number 1
Section
Articles
  1. Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
     
  2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.

  3. In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
Author Biography

Hope Smith Davis, Indiana University South Bend

Department of Secondary Education and Foundations of Education, Assistant Professor of Secondary/Reading & Literacy

References

Adler, M., Rougle, E., Kaiser, E., & Caughlan, S. (2003). Closing the gap between concept and practice: Toward more dialogic discussion in the language arts classroom. Journal of Adolescent and Adult Literacy, 47, 312-322.

Alvermann, D. E., Young, J.P., Weaver, D., Hinchman, K. A., Moore, D. W., Phelps, S.F., Thrash, E.C., & Zalewski, P. (1996). Middle and high school students' perceptions of how they experience text-based discussions: A multicase study. Reading Research Quarterly, 31, 244-267.

Carico, K.M. (2001). Negotiating meaning in classroom literature discussions. Journal of Adolescent and Adult Literacy, 44, 510-518.

Chan, S. (2010). Applications of andragogy in multi-disciplined teaching and learning. Journal of Adult Education, 39(2), 25-35.

Chandler-Olcott, K. (2008). Humanities instruction for adolescent literacy learners. In K. A. Hinchman, and H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction, (pp. 212-228). New York, NY: The Guilford Press.

Fisher, D., Frey, N., & Lapp, D. (2010). Real-time teaching: Responding when students don't get it. Journal of Adolescent and Adult Literacy, 54, 57-60. doi: 10.1598/JAAL.54.1.6

Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

Garside, C. (1996). Look who’s talking: A comparison of lecture and group discussion strategies in developing critical thinking skills. Communication Education, 45, 213-227.

Gee, J.P. (1996). Social Linguistics and Literacies: Ideology in Discourses (2nd ed.). New York, NY: Routledge Falmer.

Gunnlaugson, O., & Moore, J. (2009). Dialogue education in the post-secondary classroom: Reflecting on dialogue processes from two higher education settings in North America. Journal of Further and Higher Education, 33, 171-181. doi: 10.1080/03098770902857395

Irvin, J., Buehl, D.R., & Klemp, R.M. (2007). Reading and the High School Student: Strategies to Enhance Literacy (2nd ed.). Boston, MA: Pearson.

Knowles, M.S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5(3), 9-20. doi: 10.1177/009155217800500302

Knowles, M.S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.

Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.

Lenihan, G. (2003). Reading with adolescents: Constructing meaning together. Journal of Adolescent and Adult Literacy, 47, 8-12.

McGrath, V. (2009). Reviewing the evidence on how adult students learn: An examination of Knowles' model of andragogy. Adult Learner: The Irish Journal of Adult and Community Education, 99-110.

McLaughlin, M. (2010). Content Area Reading: Teaching and Learning in an Age of Multiple Literacies. Boston, MA: Pearson.

Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in Higher Education, 15(2), 175-185.

Nussbaum, E. M. (2002). The process of becoming a participant in small-group critical discussions: A case study. Journal of Adolescent and Adult Literacy, 45, 488-497.

Nystrand, M., Wu, L.L., Gamoran, A., Zeiser, S., & Long, D.A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35, 135-198.

Smith, M.K., Wood, W.B., Krauter, K., & Knight, J.K. (2011). Combining peer discussion with instructor explanation increases student learning from in-class concept questions. CBE-Life Sciences Education, 10, 53-63. doi: 10.1187/cbe.10-08-0101

Smith, M.W., & Wilhelm, J.D. (2002). "Reading don't fix no Chevys": Literacy in the lives of young men. Portsmouth, NH: Heinemann.

Sweet, A.P., & Snow, C. (2002). Reconceptualizing reading comprehension. In C.C. Block, L. B.

Gambrell, and M. Pressley (Eds.), Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice (pp. 17-53). Newark, DE: International Reading Association.

Tatum, A.W. (2008). Discussing texts with adolescents in culturally responsive ways. In K. A. Hinchman, and H. K. Sheridan-Thomas (Eds.), Best Practices in Adolescent Literacy Instruction, (pp. 3-19). New York, NY: The Guilford Press.

Tovani, C. (2000). I Read it, but Don't Get it: Comprehension Strategies for Adolescent Readers. Portland, ME: Stenhouse.

Taylor, G. (1998). A discussion, not a report, if you please. Journal of Adolescent and Adult Literacy, 41, 561.

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, S., and E. Souberman, Eds). Cambridge, MA: Harvard University Press.

Wells, G. & Arauz, R.M. (2006). Dialogue in the classroom. The Journal of the Learning Sciences, 15, 379-428.

Zwiers, J. (2008). Building Academic Language: Essential Practices for Content Classrooms. Newark, DE: International Reading Association.