Academic Discourse: 4 Key Aspects
With academic discourse, whether it is in response to a teacher’s question, discussion with other students, or generating questions, there are common problems.
Co-author of the upcoming books, Rigor in the K-5 Language Arts and Social Studies Classroom and Rigor in the 6-12 Language Arts and Social Studies Classroom, Melissa Miles is currently back in the classroom teaching middle school Language Arts. Previously, she was the Director of Educational Resources at a K-8 school in Charlotte, NC, where she served as supervisor to tutors, coordinator of resources for students with special needs, curriculum and pacing guide developer, and a resource leader for faculty. She has eighteen years of classroom teaching experience in grades 5-8.
Melissa holds an undergraduate degree in Middle Level Education with a concentration in English and also holds a Master’s degree in Middle Level Education with a concentration in Language Arts. She is also credentialed as a National Board-Certified teacher for young adolescents, works as a SpringBoard Curriculum consultant to College Board, and is a certified member of the site visitation team for the “Schools to Watch” award. Melissa served as Dr. Blackburn’s editorial and research assistant for Classroom Motivation from A to Z, Classroom Instruction from A to Z, Literacy from A to Z, and Rigor is Not a Four-Letter Word. Her workshops are filled with humor, practical content, and a focus on student ownership of learning.
With academic discourse, whether it is in response to a teacher’s question, discussion with other students, or generating questions, there are common problems.
Exit slips are a popular strategy for receiving instant feedback on a student’s level of mastery, explaining what they learned during the lesson