Classroom Discourse
In the adult world, talking is the process through which we problem-solve, explore ideas, plan and develop our thinking. Humans are quite literally hard-wired to verbally process. However, for most of us, our school experiences reinforced listening as the primary route to learning. Class discussions were questions geared toward instant recall of factual information or, worse, a game of "guess what the teacher's thinking". We were taught to value sitting and listening (sit and get) as evidence of a well-managed classroom. It should come as no surprise then that teacher talk continues to dominate traditional classrooms or that questions and answers volleyed between teacher and students are often the norm. Creating learning experiences that ignite student thinking requires us to teach in ways we were never taught and to manage all the discomfort and vulnerability that attends the blazing of new trails. Check out this article: Pros and Cons of Teacher Talk Time
Some of the most important work we have done at Venture involves shifting the traditional classroom dominated by teacher-talk into learning spaces where discussion and dialogue are the primary means of sharing and reflecting on ideas, developing reasoning and making sense of new information. The questions swimming in my head these days are around our journey of creating a discourse-rich learning culture. How do we assess our progress thus far and determine next steps? In our pre-COVID days, this would have been the source of discussion amongst ourselves in a staff collaboration. In fact, it was on the agenda for our virtual meeting last Wednesday. In the absence of those opportunities, I'm asking that we all to do some thinking on our own and with colleagues.
Here are some of my questions for reflection to get us started. I'm sure you will have your own, as well:
- Does student-talk in my classroom consist primarily of me initiating a question, followed by student response, followed by me evaluating the response? (I-R-E: Initiate, Respond, Evaluate)
- Are my questions close-ended, requiring a single response or are they open-ended and allow for divergent thinking?
- Does my planning include students listening to each other, questioning, and challenging one another's thinking?
- Have I taught them how to have a respectful, intellectual disagreement? Do they know that it's okay (actually desirable) to change their minds when presented with a compelling argument?
- Is discourse dominated by a few students while others remain silent?
- Is wait-time consistently practiced?
- Are protocols used that structure discourse and ensure every voice is heard?
- Prior to having students write, am I providing oral processing time? Check out this video
- Does every lesson I teach include a significant opportunity for sense-making? What role does dialogue play in that process?
Creating a Discourse-Rich Classroom Culture to Enhance Academic Discussions Across Content Areas
Slide show showing a variety of protocols:
Thank you for filling out the survey! The substance of your responses will be shared in my report to the district as they provided important information for consideration and a better insight to the challenges that you are all facing this year. To say "thank you" isn't enough, but I am deeply moved by your commitment to students even as you face your own struggles through this pandemic.
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