Scaffolded discussion templates

If this is done in the Edit postback action method, that property will be replaced with a null value. This effectively deletes the current value in the data store. In my example, the value held by CreatedDate in the data store would be lost. To modify how the controller and views are scaffolded, you have to modify the T4 templates that generate them. You can modify the original templates, which will globally affect scaffolding across all Visual Studio projects. You could also modify project-specific copies of the T4 templates, which will only affect the project into which the copies are placed.

These templates depend on several. These are summarized in Figure 4. To create project-specific templates, copy the files you want to override from the original T4 scaffold folder to a folder in the ASP. For this to work, you must precisely replicate the specific sub-folder names and file names you see in the original templates folder.

I also copied Imports. The project requires these files in order to scaffold the views. Also, I copied only the C. The scaffolding subsystem will transform these project-specific files, instead of their global versions.

Now that I have project-specific T4 templates, I can modify them as needed. Instead, I want to call an external function bound to the model. The new Product model class is shown in Figure 8. One way to modify the model-binding behavior is to modify the Bind attribute so it excludes properties not to bind.

In practice, however, this approach can still result in writing null values to the data store. A better strategy involves additional programming, but the payoff is well worth the effort.

I can then track the entity entry and set the IsModified property as needed. Models project see Figure 9. The newly decorated model class is shown here:. Doing so provides a pure C canvas rather than one interspersed with T4 markup within which you can focus on code.

It also aids testing and gives you a way to incorporate your functions into your broader test-harness efforts. Figure 10 shows this code in the Controller. Then I iterate across them to determine which ones are decorated with the PersistPropertyOnEdit attribute. The revised controller template generates a reconceived Edit postback action method, shown in Figure The first two attributes do the same thing although they reside in different namespaces : [Editable false ] and [ReadOnly true ].

These will cause the decorated property to not be rendered to the Create and Edit views. The third, [ScaffoldColumn false ], causes the decorated property not to appear on any of the rendered views. As a model, the teacher intentionally spotlights selected skills, thinking aloud to students about what she is doing and why.

For example, pausing when a speaker stops talking is particularly important in a discussion. At an appropriate point following this type of pause, the teacher might say:. This allowed him time to think about what he had said and to decide if he wanted to say more. And he did! During a discussion each of us needs to use this pause to think about what a speaker has said and decide what we think about it.

Do we agree? Or disagree? Do we have something to add? Teachers can strategically use think-alouds to explain what they are doing as they model key discussion skills. Teachers also use coaching to actively scaffold student thinking and skill development during a discussion.

This often takes the form of offering comments or posing follow-up questions to students. Comments may be simple positive reinforcements of desired behaviors. During teacher-guided discussion, the teacher is alert to opportunities to provide these kinds of scaffolds in unobtrusive ways that do not interfere with the flow of the discussion. Teacher-guided discussions can occur as a whole class or in small groups, depending upon instructional purposes.

As we move along the continuum, structured small groups are an ideal setting for scaffolding student discussion skills through the intentional use of protocols for this purpose. Protocols provide rules, and sometimes step-by-step procedures, to govern who talks when and for how long.

In our book we provide examples of student discussions using 15 different structured small group formats. The key to their use in developing student discussion skills and processes is to: 1 be strategic — selecting a structure that is appropriate both for scaffolding desired skills and for deepening student understanding of content; and 2 be explicit with students as to the the specific skills the structures are intended to develop.

Additionally, teachers need to actively monitor students as they interact in small group settings and intervene with personal scaffolding when students are confused or fail to follow the protocol. Following engagement in a discussion scaffolded by small group structures, students should be afforded the opportunity to reflect on their use of intended skills and the ways in which the structure supported this practice. Student-driven discussion requires the highest level of student skill.

Students are required to interact independent of teacher guidance and encouraged to scaffold one another.

Socratic Seminars are a well-known form of student-driven discussion if they occur with the teacher seated outside the circle of discussants.

There are numerous similar structures for student-driven discussion. Most place a limited number of students in an inside circle and position other students on the outside as observers with specific observation tasks.

Discussion can be a powerful learning strategy for all students—K and beyond in all content areas. It does, however, look and sound different at different grade levels and in different content areas. There is no recipe that fits all situations.

There is also no way to summarize all the teaching techniques associated with effective academic conversations in a single blog post. In Questioning for Classroom Discussion, we provide resources and strategies that teachers can access and use to plan discussions appropriate for their students.

We also incorporate multiple examples of focus questions and strategies in use to serve as models, including QR codes that take readers to videotaped classroom discussions. We believe it will serve as a useful manual of practice for individuals and teams of teachers who commit to more intentional planning and facilitation of discussions.

A carefully conceived, well-planned discussion has the potential of engaging the minds and hearts of students, increasing their interest in their studies, and promoting a desire for deeper understanding of issues and topics consequential to their learning and being. Feature image: Jen Roberts, Creative Commons. Jackie Walsh is the co-author, with Beth D. She lives in Montgomery, AL. Contact Jackie at walshja aol.

MiddleWeb is all about the middle grades, with great resources, book reviews, and guest posts by educators who support the success of young adolescents. Add prerequisites Set up prerequisites for students, so they can only participate in discussions after having completed certain tasks. Get started with a template Hit the ground running with one of our templates that shows the capabilities of the discussion activity.

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