Think-Pair-Show-Share to Increase Classroom Discourse (original) (raw)
Related papers
Applying Universal Design for Learning to Instructional Lesson Planning
2013
Introduction Walk into any Canadian elementary, middle, or secondary level classroom today and you will no doubt encounter a rich mosaic of students who exhibit a diverse range of capabilities, learning profiles, and interests. In Canadian schools the majority of students with special needs are educated in inclusive classrooms in their neighborhood schools where the general education classroom teacher takes responsibility for the learning of all students. Inclusion is the recommended teaching practice in Canadian schools and is supported by provincial educational policy. In British Columbia, inclusion describes the principle that 'all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their educational programs' (British Columbia Ministry of Education, 2011, p. 2). While inclusion in the province is 'not necessarily synonymous with full integration in regular classrooms' (British Columbia Ministry of Edu...
Interdisciplinary Journal of e-Skills and Lifelong Learning
Instructional design is largely a matter of scope and sequence, and designing instruction with learning objections is no exception. Traditionally, learning objects are considered atomic units of educational content, and designing instruction with learning objects means scoping instructional messages and determining sequences for delivering the messages. We argue that instructional methods that rely heavily on social interaction can be implemented with learning objects when these are understood to be reusable scaffolds for scoping and sequencing what learners say to each other during instructional interactions.
Why All This Talk About Talking Classrooms? Theorizing the Relation Between Talking and Learning
Talk in the classroom is a hot topic these days. This book and the conference in which it originated clearly indicate this trend. There is a reason to this sharp rise of interest. Whereas school learning has always been grounded in intensive interpersonal communication, the last few decades have seen a significant change in the patterns of participation. For instance, when I was a child, almost all the talking in mathematics classroom was done by the teacher. Only rarely were the students expected to respond, and when they did, it was mainly in a written code that gave mathematics an image of being meant “for insiders only”. This is not the case with the majority of schools I am frequenting these days. In the new mathematics classroom, with its intermittent spells of group work and whole-class discussion, students have ample opportunities to talk to one another. It is this new kind of learning environment, one that encourages students to talk, that I will bear in mind in this chapter while using the expression “talking classroom.” The new phenomenon raises many questions, the most urgent of which is also the most basic: Why the “discursive turn” in education in the first place? For example, why should students talk to one another in mathematics or physics classrooms? The rest of this chapter is devoted to this query. After deconstructing some seemingly self-evident answers, I argue that convincing arguments for the talking classroom will not be found until theories are available that can explain the relation between communication and learning. I continue with a proposal for a direction the theory-building effort can take. The chapter concludes with a brief remark about the implications of the proposed approach for the question of how and when student learning can benefit from different forms of classroom conversation.
Journal of The Learning Sciences, 2006
There is increasing agreement among those who study classrooms that learning is likely to be most effective when students are actively involved in the dialogic coconstruction of meaning about topics that are of significance to them. This article reports the results of an extended collaborative action research project in which teachers attempted to create the conditions for such dialogue by adopting an inquiry approach to the curriculum. A quantitative comparison between observations made early and late in the teachers' involvement in the project showed a number of significant changes in the characteristics of teacher-whole-class discourse, with a shift toward a more dialogic mode of interaction. Nevertheless, the initiation-response-follow-up (IRF) genre continued to be pervasive. Despite this, when the same observations were examined qualitatively, there was clear evidence of an increase over time in the teachers' adoption of a "dialogic stance." The article concludes with a consideration of the relationship between the choice of discourse formats and the enactment of a dialogic stance.
Pre-Service Teachers' and Tutors' Perceptions about the Value of Talk Moves
2017
Talk moves simulations were used in tutorials for a mathematics education unit. Pre-service teachers (PSTs) and tutors were surveyed about their perceptions of the purposes, benefits, and drawbacks of the simulations. There was strong support from both groups for the benefits of talk moves in developing PSTs’ ability to manage discussions, ask good questions, and understand students’ thinking. Tutors were more inclined than PSTs to note improvements to PSTs’ mathematical knowledge. Challenges to implementation were authentic engagement in the simulations, PSTs’ lack of experience with children, the cognitive load associated with managing discussions, and limited mathematical knowledge.
UNIVERSAL DESIGN FOR LEARNING (UDL) IN THE CLASSROOM
UDL is an educational approach that aims to provide all students with equal opportunities to succeed. This method offers flexibility in how students access materials, engage with the content, and demonstrate their knowledge. As part of a broader movement to create a more accessible and usable world for everyone, including those with disabilities, UDL serves as a framework for designing classroom lessons that benefit all learners. It is a set of principles for curriculum development, providing a blueprint for flexible instruction that can be tailored to meet individual needs.When adopting a UDLapproach, teachers create flexible learning experiences to meet the needs of individual learners. They prepare the learning environment with adaptable methods, materials, and strategies, allowing them to better address the needs of every student. UDL offers all students the opportunity to access, participate in, and progress within the general education curriculum by reducing barriers to instruction. The present study explores the application of UDL to design lessons that effectively accommodate the variability of learners. Teachers play a crucial role in guiding learners through the integration of UDL principles, which emphasize providing flexible options and support to ensure that lessons aligned with academic standards are accessible to a diverse range of students in their classrooms. This article outlines a method for teachers to create lesson plans based on academic standards. By unpacking these standards and integrating UDL into the planning process, educators can establish precise objectives that align with academic standards. They can then devise adaptable teaching methods, assessments, and materials tailored to meet the diverse needs and preferences of all students. This approach supports both general educators and special educators in crafting inclusive lesson plans that cater to the learning requirements of every student, including those with disabilities.
This chapter provides a selective and synoptic overview of research on classroom talk, interrogating diverse research traditions and approaches. We discuss four key findings from this large body of scholarship: 1) Certain kinds of talk promote robust learning; 2) The field lacks shared conceptualizations of what productive talk is and how best to characterize it; 3) Dialogic discourse (however construed) is exceedingly rare in classrooms across the world; and 4) A helpful way forward is conceptualizing " talk moves " as tools. Following a presentation of findings, we comment on each, offering constructive critique-of our own and others' work-exploring some of the key gaps and challenges facing scholars of classroom talk. Finally, we go beyond description of the status quo and shift to a more " prescriptive stance. " We describe some new developments-that show the promise and power of key ideas, a shared metalanguage, and innovative applications-in producing useable knowledge for students and teachers. Our goal is to locate, and even revive, a number of scholarly traditions and look critically at the intellectual history of the work on classroom talk-particularly useful for newcomers to this complex body of work. The hope is that the diverse community of scholars and practitioners and youth researchers interested in classroom discourse can collaborate more successfully across disciplinary and institutional boundaries to promote more equitable and powerful learning opportunities for students and teachers alike. Part 1. Introduction: What this Chapter Is (and Is Not) ● Synoptic summary of some key findings ● Constructive critique-identifying some key gaps and challenges ● Prescriptive stance and new developments In an Oxford Research Encyclopedia Chapter on classroom talk, it's fitting to begin with an example of classroom talk that we will examine together, and refer to throughout this chapter. But beyond this beginning section, there is nothing typical about this " handbook " chapter. Instead of a comprehensive review of the research, we interrogate the diverse research traditions and approaches that make up a large body of scholarship, and provide a selective and synoptic summary of some of the key findings, taking care to locate ourselves, our governing gaze, and our traditions. We also offer a constructive critique-of our own and others' work-exploring some of the key gaps and challenges facing scholars of classroom talk. Finally, we go beyond description of the status quo and shift to a more " prescriptive stance. " We describe some new developments-that show the promise and power of key ideas, a shared metalanguage, and innovative applications-in producing useable knowledge and " on the ground " benefits for students and teachers. Our goal is to locate, and even revive, a number of scholarly traditions and look critically at the intellectual history of the work on classroom talk-particularly useful for newcomers to this complex body of work. Finally, we hope to do so in a way that is accessible to both academic researchers and practitioner researchers-so that the diverse community of scholars and practitioners and youth researchers interested in classroom discourse can collaborate more successfully across disciplinary and institutional boundaries, and stand on
Supporting Teachers in Planning for Interactions with Students' Ideas
In A. Downton, S. Livy & J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 530–537). Melbourne: MERGA., 2017
We explore how instructional sequences, grounded in a conjectured learning trajectory, can support teachers' preparation for classroom interactions with students' ideas. Using two examples from design experiments, we illustrate that teachers in transition (a) develop a need to select and design classroom activities in which students would come to problematise some of their reasoning, and (b) require substantial support in planning for productive classroom interactions. We argue that instructional resources can and should be designed to provide some of this support.