Teachers need time: If we want to see teachers using instructional strategies
like academic discourse, then teachers need time to learn about, practice, and master this craft.
Not exact matches
With strategic instruction around what
academic discourse sounds, looks and feels
like, it can be a useful tool that enriches all classroom interactions and facilitates deeper learning and retention.
And now let's take another step back and consider the alignment between the work done by those outside of the classroom — including principals, central office administrators, and superintendents — and the desired goal of seeing deeper learning structures,
like rich
academic discourse, experienced by all students.
In Oakland, Maria Santos uses «instructional rounds,» much
like those in teaching hospitals, to coach educators on how to best involve ELL students in
academic discourse.
Most secondary teachers have encountered students who overuse vague, general words
like nice and stuff in their
academic discourse and writing.
Artists, curators, and
academics like Fred Wilson, Thelma Golden, Kellie Jones, Franklin Sirmans, and Theaster Gates have demonstrated this way of thinking and being, and a younger generation of artists, curators, and cultural producers
like Kimberly Drew, Rashayla Marie Brown, Cheryl Pope, and Derrick Adams are moving a similar
discourse forward.