Using Collaborative Reasoning to Support Critical Thinking

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Designed as a starting point to build trust and respect, as well as to encourage and support conversations that evoke emotion and change, this lesson will invite students to participate in small group Collaborative Reasoning about issues of social justice and diversity. Students will read articles and answer questions that spur them to think critically about issues and discuss with others, using evidence and experiences to support their personal beliefs. Each group will create an online Persuasion Map to share whole class.

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FEATURED RESOURCES

• Sample Collaborative Reasoning Participation Guidelines and Conversational Moves: Use this handout to prepare for supporting students in the crucial Collaborative Reasoning aspects of participation and discussion language.

• Sample Think-Aloud Statements and Questions for Amazing Grace:  This handout provides guidance on modeling thinking during and after reading Amazing Grace.

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FROM THEORY TO PRACTICE

Zhang & Doughtery Stahl (2011) state that “Collaborative Reasoning (CR) effectively provides a forum for extended meaningful communication and promotes language development and thinking skills of all students” (257). Collaborative Reasoning is peer-led with students managing their own discussions and having control over what they say within small groups, which increases personal engagement. The purpose of using this model is for students to “cooperatively search for resolutions and develop thoughtful opinions about the topic” (257). Collaborative Reasoning works well with all kinds of students, no matter their gender, race, socioeconomic status, or other domains of diversity.

Zhang, Jie, and Katherine A. Doughtery Stahl. “Collaborative Reasoning: Language-Rich Discussions for English Learners.” The Reading Teacher 65.4 (2011): 257-260. Print.

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