The Directed Discourse Approach to Science Instruction

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The Directed Discourse Approach to Science
Instruction
Bryan A. Brown, Ph.D. Stanford University Graduate
School of Education
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Overview
Pre-Assessment
Vernacular vs. Non-Vernacular
DDASI Video
Discussion of DDASI
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Overview

• One of the primary challenges for students
  science learning involves the ability to acquire
  an understandings of science discourse.
• Linguists suggest that all language contains 2
  tiers of communication (a) Primary Content
  Message, (b) Subtext of Cultural Affiliation
  (Agar, 1997).
• Thus students experiences with the language of
  science comes to represent cultural affiliation
  and disenchantment with science.

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INTRODUCTION

• Engaging in these discourse practices is not
  neutral with respect to students identity.
• Learning requires some appropriation of an
  identity commensurate with scientific language
  use.
• Choices of discourse related to appropriating
  scientific knowledge within classroom contexts
  carry implications for how students and teachers
  perceive one another as well as themselves.

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Overview
Pre-Assessment
Vernacular vs. Non-Vernacular
DDASI Video
Discussion of DDASI
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Pre- Assessment

• What types of language (including writing
  practices) are used in your science class?
• Please describe any issues that you have
  encountered with students use of scientific
  language and their learning?
• If there are any challenges in your instruction,
  explain how you manage them in you classroom?

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Inquiry Discourse Scaffolding
Pre-Assessment Questions for Every
Activity Prior to instruction, teachers must
introduce all activities by requiring their
students to provide their understanding of the
concepts to be addressed. This allows the
teacher to note misconceptions and develop a
discourse rich environment. Post-Assessment
Questions Upon completion of each unit,
teachers must engage students in conversation
about phenomenon. This allows the teacher to
asses student progress and places students in
the same position they will be in during the
MEAP. They will be required to evaluate, assess,
and review information. Student
Presentations This is perhaps the most
underemphasized aspect of science instruction.
The public requirement to communicate conceptual
understanding mirrors the expectation of the
MEAP examination. Students are required to
review, evaluate, and express conceptual
understandings.
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Overview
Pre-Assessment
Vernacular vs. Non-Vernacular
DDASI Video
Discussion of DDASI
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Vernacular vs. Non-Vernacular Language
In our 4-3 hot package, Rick and Liz will fire,
but Mike is man-up on the Z
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Vernacular vs. Non-Vernacular Language
Non-Vernacular In our 4-3 hot package, Rick and
Liz will fire, but Mike is man-up on the
Z Vernacular When we blitz using our four linemen
and three linebacker alignment, the left and
right side linebackers will blitz the
quarterback, but the middle linebacker will be in
man to man coverage with the tight end.
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Vernacular vs. Non-Vernacular Language
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Overview
Pre-Assessment
Vernacular vs. Non-Vernacular
DDASI Video
Discussion of DDASI
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DDASI Video
In response to the principals of Vernacular and
Non-Vernacular language and the belief that all
languages begin as non-vernacular, a team a
researchers developed the DDASI. Pilot Study in
Detroit, MI 2002
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Overview
Pre-Assessment
Vernacular vs. Non-Vernacular
DDASI Video
Discussion of DDASI
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D. D. A. S. I.
The Directed Discourse Approach to Science
Instruction Stage 1 Pre-Assessment
Instruction Stage 2 Content Construction Stage
3 Introduce Discourse with explicit rules for
language Stage 4 Scaffolding opportunities for
discourse.
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D. D. A. S. I.
The Directed Discourse Approach to Discourse
Instruction Stage 1 Pre-Assessment
Instruction This stage of the lesson planning is
designed with two purpose in mind 1) To allow
student to identify their understanding of the
phenomenon being discussed. 2) Allow the teacher
to understand what students know about the
concept and what are the students wrong ideas
about the content. If done in an environment
where students are free to talk about the content
in any fashion they like, this provides the
foundation for every lesson. Stage 2 Content
Construction Without providing students with
detailed language and overbearing technical
descriptions, in this stage the teacher can
introduce the correct version of the content that
was discussed in stage 1. The teacher can begin
to ensure that the Big idea of the concept is
understood, without using the detailed scientific
language. (Manipulation of materials can occur at
any either stage 1 or 2)
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D. D. A. S. I.
The Directed Discourse Approach to Discourse
Instruction Stage 3 Introduce Discourse with
explicit rules for language In this stage we
introduce students to the language of the content
and require them through classroom talk, and
written assignments to build these terms into
their vocabulary by providing them opportunities
to use the discourse. The teacher must make sure
the rule for language use are clear at this point
of your instruction. -Stage 4 Scaffolding
opportunities for discourse. This final stage
uses assessment activities to allow the student
to write and explain the concept being discussed
using the technical discourse of science. In this
fourth and final phase students are asked to
discuss the phenomenon individually (either
writing or oral) using the technical terminology.
These language-building activities are free from
the teachers assistance, thus requiring the
students to build their conceptual and discursive
understanding.
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Discussion
Open forum discussion.