When I taught at my former school, there was a colleague of mine whose classroom was so unengaging that it made me sad. She was teaching history; the subject that I loved so much, yet she simply had students read the textbook and fill in the blanks on worksheets. At the end of the year, the students were discouraged, bored and had learned nothing. It really hurt my heart. She is the kind of teacher that Wilhelm is talking about when he says, "instead of engaging in conversation and building understandings, teachers typically run recitations where only a few students participate by 'filling in' the blanks of the teacher's (or textbook's) prepared lecture" (p.169). This means that class discussions, if they exist at all, does not involve sophisticated thinking. As most students do, Wilhelm's students "wanted instead to engage in real learning, which one boy defined as, finding your own way. Trying stuff out until you get it. Voicing your own opinion. Defending your position using what you've learned. Listening to others" (p.169).
With this in mind, Wilhelm gives a final series of enactments called discussion dramas. Discussion dramas provide the opportunity for sustained conversation around an issue and a chance to consider and engage in alternative points of view. Many examples are given that will help teachers guide students through real, meaningful discussion on a topic or text.
In conclusion, Wilhelm argues, "other teachers will find enactments a way to enjoy their students, to teach them more powerfully, and to engage even those who may be resistant and reluctant. The documented learning potential of adding enactment to our teaching repertoires is enormous" (p.187). And for this I am truly grateful. Enactments will now be on the top of my list for teaching strategies.
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