how does classroom discussion affect students’ learning?
TRANSCRIPT
How does classroom discussion How does classroom discussion affect students’ learning?affect students’ learning?
Key issue addressed by the study
This US study investigated the links between teachers’ use of dialogue and students’– participation in dialogue– effort in assignments
The effects of particular approaches to The effects of particular approaches to using dialogue for learning using dialogue for learning Different forms of dialogue had different effectsDifferent forms of dialogue had different effects Some specific uses of dialogue to promote learning:Some specific uses of dialogue to promote learning:
– helped to improve the motivation and effort of low achieving and helped to improve the motivation and effort of low achieving and less vocal studentsless vocal students
– event though they didn’t necessarily increase students’ event though they didn’t necessarily increase students’ participation in learning conversationsparticipation in learning conversations
StudentsStudents’ ’ participationparticipation in dialoguein dialogue
An increase in teachers’ whole class questions led to:An increase in teachers’ whole class questions led to:– more students being involved in exchangesmore students being involved in exchanges– more students engaged in more extended discussion - more students engaged in more extended discussion -
although the overall number of students engaged fellalthough the overall number of students engaged fell– a small number of students dominating discussion a small number of students dominating discussion
Teachers’ talk in different contextsTeachers’ talk in different contexts
In individual and small group settings In individual and small group settings teachers tended to use open questions to teachers tended to use open questions to create and sustain discussioncreate and sustain discussion
In whole class settings teachers tended to In whole class settings teachers tended to use more closed and evaluative questionsuse more closed and evaluative questions
Teachers’ discussion strategies that Teachers’ discussion strategies that were helpful to low achieverswere helpful to low achievers
Use of questions to Use of questions to explore students’ thinking explore students’ thinking rather rather than seeking thethan seeking the right answer was helpfulright answer was helpful
Management of dialogue – Management of dialogue – eg partnering vocal and eg partnering vocal and quiet students and ruling quiet students and ruling that they must take turns that they must take turns also helpedalso helped
Teachers’ discussion strategies that Teachers’ discussion strategies that were helpful to low achieverswere helpful to low achievers Giving students time to Giving students time to
become more familiar become more familiar with the task before with the task before talkingtalking
Balancing open-Balancing open-endedness with endedness with sufficient task direction, sufficient task direction, ensured low achievers ensured low achievers knew what to doknew what to do
Mixing different types of questionsMixing different types of questions The researcher identified two types of question and suggested a mix of both to The researcher identified two types of question and suggested a mix of both to
involve students more in discussioninvolve students more in discussion Embedded question cycles, where teachers probe for more detail on a single themeEmbedded question cycles, where teachers probe for more detail on a single theme Conjunctive question cylcles, where teachers ask students to provide a range of Conjunctive question cylcles, where teachers ask students to provide a range of
responses/examples to the same question and focus on the breadth rather than the responses/examples to the same question and focus on the breadth rather than the depth of response - eg ‘Can you give me some nouns that are people?’ depth of response - eg ‘Can you give me some nouns that are people?’
Who were the children in the study?Who were the children in the study?
The study is based on data from 2,051 students The study is based on data from 2,051 students and 117 teachers in the USand 117 teachers in the US
The students were aged 12-14The students were aged 12-14
How was the information gathered?How was the information gathered?
The researchers observed classroom practice The researchers observed classroom practice four times over one year four times over one year
Students and teachers completed Students and teachers completed questionnaires towards the end of the school questionnaires towards the end of the school yearyear
How can teachers use this evidence?How can teachers use this evidence?
Quieter students became more involved in discussion when they had a rule to Quieter students became more involved in discussion when they had a rule to followfollow
For example, one rule was students could not speak a second time until the For example, one rule was students could not speak a second time until the other student had said somethingother student had said something
Could you introduce rules in your discussion work? Perhaps you could involve Could you introduce rules in your discussion work? Perhaps you could involve students in formulating them.students in formulating them.
How can school leaders use this How can school leaders use this evidence?evidence? The study suggests that teachers need practice to improve their skills in helping The study suggests that teachers need practice to improve their skills in helping
students use dialogue for learningstudents use dialogue for learning Would it be helpful for teachers in your school to observe discussion activities in each Would it be helpful for teachers in your school to observe discussion activities in each
other’s classroom and write up a description?other’s classroom and write up a description? The analysis of the observations might help you identify good practice which you The analysis of the observations might help you identify good practice which you
could compare with the outcomes of this studycould compare with the outcomes of this study
Follow-up readingFollow-up reading Study reference: Study reference:
Kelly, S (2007) Classroom discourse and the distribution Kelly, S (2007) Classroom discourse and the distribution of student engagement of student engagement Social Psychology of EducationSocial Psychology of Education (2007) Vol. 10, 00 331-352(2007) Vol. 10, 00 331-352
You might like to read a more detailed summary about You might like to read a more detailed summary about dialogue:dialogue:
GTC RoM summary GTC RoM summary Raising achievement through group Raising achievement through group work, work, accessible at:accessible at:
http://www.gtce.org.uk/tla/rft/achieve1106/
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