Fostering Classroom Discussion About Complex Ideas and Texts

Background/Context The Common Core State Standards reveals how little we understand about the components of effective discussion-based instruction in disciplinary history. Although the case for classroom discussion as a core method for subject matter learning stands on stable theoretical and empirical ground, to date, none of the research on classroom discussion has examined whole-class text-based discussion in secondary history classrooms. Purpose This study explored how teachers and students in five 11th-grade classrooms participated in whole-class discussion, using intervention materials designed to promote text-based disciplinary discussion. Analysis of videotaped instruction sought to (a) determine the degree to which the instructional materials fostered disciplinary discussion about texts, and (b) analyze teacher talk moves that characterized effective facilitation of such discussions. Research Design This qualitative study was embedded in a larger quasi-experimental curricular intervention that found treatment effects on factual recall, historical thinking, and general reading comprehension. In this paper, we analyze classroom videos from five treatment classrooms taken over the course of the six-month intervention. Each teacher was videotaped once per week, for a total of 20 videotaped lessons per teacher. Findings/Results Analyses showed that disciplinary discussion was surprisingly rare, and discussion that promoted historical understanding even rarer. Discussions that were most successful in deepening students’ historical understanding were characterized by talk moves that drew students’ attention to the text, and that stabilized the historical content. Conclusions/Recommendations The study has implications for teacher preparation focused on implementation of Common Core State Standards as well as for teacher training in do-main-specific core practices.

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Learning with Leaflet of Electronegativity (LoEN): Enhancing Students' Understanding on Electronegativity, Chemical Bonding, and Polarity

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v10i1.25650 ◽

2021 ◽

Vol 10 (1) ◽

pp. 60-68

Author(s):

E. Erlina ◽

C. Cane ◽

D. P. Williams

Keyword(s):

High School ◽

Undergraduate Students ◽

Conceptual Understanding ◽

Chemical Bonding ◽

Theoretical Basis ◽

Classroom Discussion ◽

Paired Sample ◽

Full Color ◽

Before And After ◽

The Relationship

Previous research has reported that many high-school and undergraduate students have difficulty explaining the relationship between polarity and electronegativity even though they may be familiar with the concept of polarity. This study aims to address these misconceptions using a leaflet and assess its effectiveness using questionnaires and concept testing.Â A simple, colorful printable leaflet was produced and distributed to students in Indonesia. The Leaflet on Electronegativity (LoEN) provided students with an overview of the theoretical basis of the concepts and guidance on applying these principles. The leaflet format is cheap and easy to mass-produce, which is an important factor given the limited access to other types of appropriate learning resources in Indonesia. The leaflet formed the basis of a classroom discussion activity. Visualization is known to play an important role in constructing students' conceptual understanding, so the leaflet made extensive use of diagrams to explain relevant concepts. The leaflet was printed in full color to make it visually appealing and facilitate student learning. Students were tested before and after learning with the LoEN. A Paired-sample t-test using SPSS is used to compare the pretest and posttest scores to measure the effectivity of the LoEN.A statistically significant improvement in scores (p = 0.000) was achieved, which indicates that using the LoEN in the classroom helps students understand the topic. Also, students' positive responses signify that the LoEN provides an engaging way to learn the concepts.

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CLASSROOM DISCUSSION: AN ACTIVITY TO PROMOTE SPEAKING IN A FOREIGN LANGUAGE

TELL-US JOURNAL ◽

10.22202/tus.2016.v2i2.1379 ◽

2017 ◽

Vol 2 (2) ◽

pp. 95-101

Author(s):

Marina Lidya ◽

Melvina Amir

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Communication Skill ◽

Academic Career ◽

Oral Communication ◽

International Communication ◽

Classroom Discussion ◽

Basic Requirement ◽

Globalized World

In the era of information and technology, every people are demanding to master the English language for communication purpose. Nowadays English is widely used for different purpose such as academic, business, diplomacy, news and information, entertainment and others. It proves that the English language has become a basic requirement for students and job seeker in this increasingly globalized world. In order to meet the needs for international communication, Indonesians students need to be proficient in English, especially in oral communication skill. Communication skill is highly needed by students in order to prepare them for their possible further academic career and future workplace. This paper is intended to discuss about classroom discussion. Classroom discussion is one kinds of activity that is done by the teacher in teaching and learning. In this activity, the students will present their opinions to the class. Therefore, the students get the opportunities to speak English well. It also gives valuable experience for them to prepare themselves to use English in multi society where English is a demanding tool for communication in our today’s life.

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