Fostering Equity of Voice During a Scientists Circle with the OpenSciEd Discussion Mapping Tool
Fostering Equity of Voice During a Scientists Circle with the OpenSciEd Discussion Mapping Tool
Quick Take: The OpenSciEd Discussion Mapping Tool offers a powerful strategy to promote equity of voice in discussions, particularly in scientist circles. This post takes a closer look at how scientist circles support equitable science classrooms and how educators can use the OpenSciEd Discussion Mapping Tool to visualize and map out the contributions made by students during a class discussion. The OpenSciEd High School Teachers Handbook is referenced throughout the post so you can easily access additional resources. Let's dive in!
Supporting Equitable Classroom Discourse Through OpenSciEd
The negotiation and construction of scientific ideas through talk is a central part of the program’s vision. In OpenSciEd, discussion is the glue that connects science and engineering practices to one another, and it connects those practices to disciplinary core ideas and cross-cutting concepts. Discussion is the way that a classroom community makes sense of what it is investigating. Finally, discussion is the key to a classroom learning community in which all students’ ideas are shared and valued. (OpenSciEd HS Teachers Handbook, page 32)
In today’s science classrooms, ensuring every student has an equal opportunity to engage, share ideas, and contribute to discussions is essential. The challenge becomes even more pronounced during student-driven discussions, where diverse perspectives are critical for understanding complex concepts. Traditional classroom settings, where a few voices dominate, can inadvertently marginalize those who may need more time to process or are less confident in speaking out.
In a previous post, Empowering Student Voices: The Power of Equitable Discussions in Science Education with OpenSciEd, we provided strategies for supporting equitable science discussions including active listening, valuing diverse perspectives, effective questioning, and discussion prompts. Now, let’s take a closer look at a tool that can help teachers nurture productive and equitable discussions in your science classroom.
This is where OpenSciEd's Discussion Mapping Tool comes in, offering a powerful strategy to promote equity of voice in discussions, particularly in scientist circles. Let's take a closer look at how this tool works and how it supports inclusive, student-driven discourse in science.
What is a Scientists Circle?
A Scientists Circle reconfigures the learning space so students sit in a circle and can see and speak directly to each other. While it can be convened at any point in a lesson, it is most often used at moments in which the class needs to work towards consensus on ideas they have figured out. It is often important to also have access to whiteboards or chart paper to capture ideas the class agrees upon and also ideas they still have questions about.
How does a Scientists Circle support equitable science classrooms?
The physical arrangement of the classroom must change to shift whose voice and what ideas are valued in discussion. If the class is arranged with all the desks facing forward, then the emphasis is more likely to be on the teacher as the sole source of knowledge. This structure can discourage students from interacting with one another. This type of discussion presents a narrow view of what it means to do science.
Changing this physical arrangement of the classroom (with students seated facing one another in a circle) coupled with utilizing moves that shift the authority of the classroom (e.g., Talk Moves or asking a student to publicly record the ideas the class is agreeing on, etc.) can lead to more opportunities for students to make meaning collaboratively, through talk.
While forming a circle can be challenging (i.e., physically rearranging the chairs in a small space, taking up valuable instructional time), this physical shifting can make listening to each other and building upon ideas easier, and it can foster a sense of accountability to the group in a way that cannot be achieved when students are positioned throughout the room not facing each other.
This shift is key when building a culture in which students are positioned as ‘knowers’ and ‘thinkers’ and the students and teachers work together to figure things out. (OpenSciEd HS Teachers Handbook, page 58)
What is the OpenSciEd Discussion Mapping Tool?
Sample Equity Map form the OpenSciEd Teacher Handbook
The OpenSciEd Discussion Mapping Tool is a tool designed to help teachers structure and keep track of class-level patterns in participation in classroom discussions in real-time. This tool also allows teachers or students to visualize and map out the contributions made by students during a scientist circle. With this tool, educators can ensure that all students are heard, and the conversation remains balanced, productive, and aligned with the learning goals. The completed discussion map can be a powerful source for class reflection and conversation about equitable participation.
In scientist circles, the tool becomes an invaluable resource, as it helps facilitate a more inclusive discussion where students not only share their ideas but also listen actively, question and respond to each other, and build on others’ perspectives. (OpenSciEd HS Teachers Handbook, page 74)
Promoting Equity of Voice
Equity of voice refers to the idea that every student has an equal opportunity to be heard and contribute to the discussion. The OpenSciEd Discussion Mapping Tool directly supports this by offering several key features that promote inclusivity:
1. Tracking Student Participation
The tool can be used to record who is speaking and the content of their contributions (see below section on Taking Discussion Mapping to the Next Level for guidance). This helps teachers keep track of student participation patterns in real time. By visually displaying student contributions, teachers can quickly identify if some students are dominating the conversation, while others are not participating enough. This can lead to timely interventions, such as prompting more reserved students to share their thoughts or providing space for those who may be speaking too much to step back.
2. Encouraging Diverse Contributions
By mapping out the flow of the conversation, the tool helps highlight where students may be reinforcing or challenging one another’s ideas. In a scientist circle, this is particularly important, as students need to engage in argumentation and share diverse viewpoints. The tool ensures that a wide range of ideas are represented, minimizing the likelihood that dominant voices will overshadow others. Teachers can assess whether multiple perspectives are being considered and encourage students to expand on their reasoning or examine different viewpoints.
3. Fostering Student Reflection and Ownership
Another key benefit of the Discussion Mapping Tool is that it encourages students to reflect on the contributions of others. As they can see the entire conversation laid out in front of them, they are prompted to think more deeply about how their ideas relate to those of their peers. This promotes a sense of ownership in the discussion and helps students feel that their voices matter. For example, if a student sees that their idea sparked further conversation or was integrated into a group’s argument, they are likely to feel more valued and willing to participate again.
4. Equalizing Turn-Taking
Many classroom discussions, particularly in larger groups, can suffer from an unequal distribution of speaking time. The Discussion Mapping Tool helps to ensure equitable turn-taking. Teachers can quickly see who has spoken, ensuring that no one student monopolizes the conversation. This is especially important in scientist circles, where students need opportunities to express their ideas, question evidence, and argue from evidence. Teachers can use the tool to ensure all students have the opportunity to contribute, fostering a more balanced and collaborative learning environment.
5. Supporting Teacher Facilitation
The tool acts as a real-time support for teachers, helping them facilitate a more inclusive conversation. By visualizing the discussion, teachers can make informed decisions on how to move the conversation forward. If certain voices are underrepresented, teachers can step in with targeted prompts or questions to engage specific students. This ensures that the conversation stays productive, inclusive, and focused on the learning objectives.
Ready to Take Discussion Mapping to the Next Level? Try OpenSciEd’s Discussion Mapping Codes!
Discussion Mapping Codes
Discussion Mapping Codes, OpenSciEd Teacher Handbook
The key at the bottom of the discussion map contains codes that can be used to label the types of student contributions. The first few times you create a discussion map with your students, you should focus only on recording the flow of the conversation. This allows students to get comfortable with the process. Once students have experience recording and interpreting those initial patterns, you can add discussion mapping codes to future discussion maps.
There is an extra column where you can add your own discussion codes as needed, based on individual class needs and agreements. You may also choose to only use some of the discussion codes, based on the type of discussion your students are having. In this case, be sure to cross out the codes you are not using so the student recorders know not to include them. (OpenSciEd HS Teachers Handbook, page 75)
Student Learning Benefits
OpenSciEd’s Discussion Mapping Tool not only promotes equity in voice but also enhances the overall learning experience for students. Here's how:
- Critical Thinking: By tracking how ideas evolve over time and encouraging students to build on each other’s thoughts, the tool fosters critical thinking and deeper scientific discourse.
- Collaboration: Students learn to collaborate more effectively, recognizing that scientific knowledge is built collectively. The tool emphasizes the importance of listening to and learning from peers.
- Ownership of Learning: Students gain a stronger sense of ownership over their learning process as they see how their contributions shape the overall discussion and influence group understanding.
- Increased Engagement: When students recognize that their input is valued and the teacher is actively listening to everyone, their overall engagement in the lesson tends to rise.
Conclusion: Empowering All Voices in Science
In the pursuit of fostering equity of voice and inclusion in science classrooms, the OpenSciEd Discussion Mapping Tool serves as an essential resource. It helps balance participation, ensures diverse perspectives are heard, and supports student-driven discussions. By using this tool, educators can create an environment where all students can contribute meaningfully to the discussion. In turn, this promotes a richer, more collaborative learning experience that better prepares students for the demands of the scientific world.
For teachers striving to make their classrooms more inclusive and reflective of all student voices, the OpenSciEd Discussion Mapping Tool is a game-changer. Whether in a scientist circle or any collaborative classroom discussion, it empowers both students and teachers to build more equitable, thoughtful, and productive scientific discussions.
Ready to see the difference it can make in your classroom?
Give the OpenSciEd Discussion Mapping Tool a try and watch how it transforms the way your students engage with science ideas and each other!
Additional resources on Mapping Discussions:
- NSTA Science Scope article: Whole-Class Discussion Strategies That Engage Students and Enhance Understanding
- ASCD Article: A Better Route with Conversation Maps
About the Author: Rebecca Garelli
Rebecca Garelli has been a professional educator for 19 years, focusing much of her career on teaching middle school math, science, and engineering in both Chicago and Phoenix. She has also been a science education consultant since 2009 and freelance science curriculum writer since 2015. Formerly, she was the Science & STEM Specialist for the Arizona Department of Education from 2019-2023, was a Lead Next Generation Science Standards (NGSS) Instructional Coach for the NGSS Collaborative in Chicago, and Adjunct Faculty member of DePaul University’s STEM Center where she taught graduate-level seminars on the NGSS.
Additionally, Rebecca currently writes NGSS curriculum and assessments for a variety of projects, provides professional learning nationwide as a full-time consultant, and is a member of the OpenSciEd National Facilitator Team. Rebecca is also currently serving a second 3-year term on the National Science Teaching Association (NSTA) Professional Learning in Science Education Committee. Rebecca is also a Professional Learning Facilitator for Activate Learning.
Rebecca earned a B.S. in Elementary Education from DePaul University, an M.Ed. in Science Education from Loyola University Chicago, is a Next Generation Science Exemplar (NGSX) Facilitator, and an Advanced Facilitator Credential from the Waters Center for Systems Thinking.
* * * * * * *
Related Posts:
