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Authentic Student Talk II

Extending the Stanford Teaching Festival Experience

Course Objective: By April 2017, participants will be equipped with the pedagogical moves to have their students independently facilitate a rigorous, text-based, and authentic student-centered discussion.


Course Description: 

In June, the Stanford Teaching Festival participants in the Authentic Student Talk course had the opportunity to consider the different ways to engage students in authentic discourse in a classroom setting.  We learned collectively that at the heart of a student-centered classroom learners talk with each other to make meaning. This school-year course will build on the summer experience by inviting teachers to capture video of their classroom discussions and share them throughout the year in a lab-style setting. Teachers will analyze their videos through the lens of “talk and facilitation moves” and set goals throughout the year to improve the quality of discussion in their classrooms among students and the teacher.

Keywords: Speaking and Listening Standards, facilitating discussion, Common Core, ELA 6-12

Audience: 2016 Stanford Teaching Festival Authentic Student Talkparticipants 

Dates & Times:

  • 19 Oct 2016, 5 - 7 PM
  • TBD Nov (virtual - date/time decided by teacher pairs)
  • 25 Jan 2017, 5 - 7 PM
  • TBD Feb (virtual - date/time decided by teacher pairs)
  • 22 Mar 2017, 5 - 7 PM

Format of Course: From October 2016- March 2017, there will be three in-person class meetings and two virtual meetings. Teachers will be able to join the in-person sessions virtually if unable to attend in person.


  • $250 (Individual)
  • $200 (Group - 3 or more teachers from the same school or district) 
Units: 1 Status: Open
Course Facilitators: 

Melissa Scheve Ms. Scheve’s work focuses on working with the CSET faculty and staff to develop and implement the Hollyhock Fellowship program with an emphasis on providing summer professional development and school year support for the high school teachers chosen as Hollyhock Center Fellows. Her background includes extensive experience teaching high school ELA in rural, private, suburban, and most recently, urban contexts; serving as an ELA department chair and mentor teacher; and leading curriculum and professional development sessions for a network of charter schools. She holds a BS in secondary English education from Kansas State University, an MA in English from the University of Kansas, and  National Board Teacher Certification since 1998.