Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments

2017 ◽  
Vol 53 (3) ◽  
pp. 323-344 ◽  
Author(s):  
Jennifer VanDerHeide
Keyword(s):  
Writing Instruction ◽  
Classroom Talk ◽  
Literary Arguments

Explorations of classroom talk and links to reading achievement in upper elementary classrooms.

2020 ◽  
Author(s):  
Amanda P. Goodwin ◽  
Sun-Joo Cho ◽  
Dan Reynolds ◽  
Rebecca Silverman ◽  
Stephanie Nunn
Keyword(s):  
Reading Achievement ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Classroom Talk

Targeted writing instruction for professional translators

Fachsprache ◽  
2017 ◽  
Vol 39 (1-2) ◽  
pp. 20-42
Author(s):  
Iris Schrijver ◽  
Leona Van Vaerenbergh ◽  
Mariëlle Leijten ◽  
Luuk Van Waes
Keyword(s):  
Writing Instruction

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

Effective Writing Instruction for Diverse Learners

1994 ◽  
Vol 23 (3) ◽  
pp. 392-405 ◽  
Author(s):  
Marcy Stein ◽  
Steve Isaacson ◽  
Robert C. Dixon
Keyword(s):  
Writing Instruction ◽  
Diverse Learners
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