Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions

2013 ◽  
Vol 50 (8) ◽  
pp. 912-939 ◽  
Author(s):  
Sami Lehesvuori ◽  
Jouni Viiri ◽  
Helena Rasku-Puttonen ◽  
Josephine Moate ◽  
Jussi Helaakoski
Keyword(s):  
Science Classrooms ◽  
Communication Structures ◽  
Class Discussions ◽  
Whole Class

Asking for more

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Annerose Willemsen ◽  
Myrte Gosen ◽  
Tom Koole ◽  
Kees De Glopper
Keyword(s):  
Analytic Study ◽  
Class Discussions ◽  
Whole Class

This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an account or explanation. Only incidentally, the invitations simply solicit a continuation. The fact that the invitations follow not only teacher-initiated, but also student-initiated contributions reflects the teachers’ attempts to foster an actual discussion framework in which they partly hand over control and in which the student contributions are taken up for further consideration.

Selecting and Sequencing Students' Solution Strategies

2016 ◽  
Vol 23 (4) ◽  
pp. 226-234 ◽  
Author(s):  
Erin M. Meikle
Keyword(s):  
Problem Solving ◽  
Solution Strategies ◽  
Class Discussions ◽  
Challenging Tasks ◽  
Whole Class ◽  
Fine Tune

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue

2013 ◽  
pp. 224-245 ◽  
Author(s):  
Matthew J. Benus ◽  
Morgan B. Yarker ◽  
Brian M. Hand ◽  
Lori A. Norton-Meier
Keyword(s):  
Scientific Reasoning ◽  
Elementary Science ◽  
Scientific Evidence ◽  
Science Writing ◽  
Science Classrooms ◽  
Discourse Practices ◽  
Science Teaching Practices ◽  
Teacher Professional ◽  
Whole Class ◽  
Observation Protocol

This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher’s and students’ grasp of science practice.

Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates

2017 ◽  
Vol 69 (3) ◽  
pp. 278-293 ◽  
Author(s):  
Abby Reisman ◽  
Sarah Schneider Kavanagh ◽  
Chauncey Monte-Sano ◽  
Brad Fogo ◽  
Sarah C. McGrew ◽  
...  
Keyword(s):  
Teacher Candidates ◽  
Class Discussions ◽  
Whole Class

Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions

2009 ◽  
Vol 40 (5) ◽  
pp. 530-562 ◽  
Author(s):  
Natasha M. Speer ◽  
Joseph F. Wagner
Keyword(s):  
Content Knowledge ◽  
Mathematics Classroom ◽  
Theoretical Orientation ◽  
Teaching Experience ◽  
Experienced Teacher ◽  
Undergraduate Mathematics ◽  
Knowledge For Teaching ◽  
Class Discussions ◽  
Whole Class ◽  
And Mathematics

Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential equations course for the first time after teaching it with traditional lecture methods for many years. Examples of classroom teaching and interview data demonstrate that, despite having extensive teaching experience and possessing strong content knowledge, some instructors may still face challenges when trying to provide analytic scaffolding to move whole-class discussions toward a lesson's mathematical goals. We also hypothesize several component practices necessary for the successful use of analytic scaffolding. Our analysis focuses on the relationship between the instructor's pedagogical content knowledge and specialized content knowledge and his capacity to enact these component practices during whole-class discussions.

Orchestrating Discussions

2009 ◽  
Vol 14 (9) ◽  
pp. 548-556
Author(s):  
Margaret S. Smith ◽  
Elizabeth K. Hughes ◽  
Randi A. Engle ◽  
Mary Kay Stein
Keyword(s):  
Student Responses ◽  
Class Discussions ◽  
Whole Class ◽  
Five Practices ◽  
High Level

Five practices constitute a model for effectively using student responses in whole-class discussions that can potentially make teaching with high-level tasks more manageable for teachers.

scholarly journals Teachers’ open invitations in whole-class discussions

2018 ◽  
Vol 45 ◽  
pp. 40-49 ◽  
Author(s):  
Annerose Willemsen ◽  
Myrte N. Gosen ◽  
Marije van Braak ◽  
Tom Koole ◽  
Kees de Glopper
Keyword(s):  
Class Discussions ◽  
Whole Class
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