E. & Nath than, N N., ., Cohen ( (Sayag) g), E , E., G , - - PowerPoint PPT Presentation

Cohen ( (Sayag) g), E , E., G , Glassner, A , A., V , Vardi-Rat ath, E

• E. & Nath

than, N N., .,

Kaye Academic ic C Colle lege o

• f Educatio

ion, I Israel Th The 6th i h intern rnatio ional c l conference o

• f teache

her e educ ucatio ion Jul uly 20 2013 13

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• “Classroom discourse refers to any and to all

verbal interchanges.”

• “Discussion – Based Teaching involves the

systemic use of discussion to accomplish curricular objectives.”

(Henning, 2008)

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IRE - Initiation, Response and Evaluation

Teacher: How many seasons we have in a year? Students: Four Teacher: Right (Sinclair and Coulthard, 1975; Vardi-Rat 2001) (Wegerif, 2002)

What kind of discussion pattern is common among teachers?

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Challe llengin ing I Instruc uctio ional D l Discour urse t to Promote L Learning

• Build the social reality (Cazden, 1992).
• Construct knowledge (Henning, 2008)
• Enable high order thinking and Promote reasoning (Lund,

2004; Beck & MeKeown, 2009;Lefstien and Snell, 2012, p.38)

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• All students can contribute to successful dialogue
• Students have the opportunity to influence discourse
• Give the students time to think
• Give feedback which promote thinking

( Langer, 1997; Nystrand, Gamoran, Zeiser & Long, 2003; Applbee, Langer, Nystrand &Gamoran, 2003)

How w can instr structi tional disc scou

• urse

se create te ? meanin ingful l l learnin ing

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Action research focused on teaching and examining the results a course aiming to improve discourse navigation and perceptions. Meth thod

• d

Research Question: Can a course on teaching how to conduct discourse in class create changes in student- teachers' discourse practices and perceptions?

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The course model

1. . Modeling and analyzing three types of discourse

• 2. Conduct discussions

during the course D2- Exploratory Discourse convergent discussion D1- Opening Discourse divergent discussion D3- Disputational Discourse critical discussion

• 3. Learning to document

and analyze classroom discourse

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Participants

Mother Tongue Teaching Experience Hebrew- 67% (28) No Teaching experience 57% (24) Arabic- 33% (14) Veteran teachers 43% (18) 42 42

One group every year between 2007-2010 during one semester.

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Research Tools:

• Drawing a concept map for the topic “good

instructional discussion”

• Documentation of two (pre & post) discourse

conducted by student-teachers

• Reflective writing on two discourse transcripts

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Codin ing S System o

• f discours

urse –focus us o

• n teacher’ t

talk lk

IN (8): Speech Initiation TQ– Teacher Questions (7) FE-Feedback (3) TT- Turn Allocation (3)

IN1- statement IN2 – Requests IN3 – Requests for sentence completion IN4 – Raising a dilemma, conflict or problem IN5 – summarizing the IN6– The teacher express her opinion IN7- Opening and closing discourse episode IN8 -urging Test or Real Questions Open or close questions Script and uptake questions FE1- short negative/ positive feedback FE2 - repeating on children answers FE3- connecting between children saying, interpreting, reflecting on children saying. TT1- giving talk permit to all TT2- giving talk turn to specific pupil (teacher choice) TT3- giving talk turn to those who did not talk TQ1 – Test Questions The questioner has the information while checking others. TQ2 Technical question – "what did you say?" TQ3 –Real questions- the questioner does not have the answers, and is interested to know it. TQ4-Open question- the question required elaboration, re- phrasing and reorganization. (When/ How) TQ5- Close question- The answers are embedded in the question, or suggested yes/no answer. TQ6- script question- the question is part of the lesson planning scenario. TQ7- Uptake question- the question is a response to the

• n going

discourse in class.

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Codin ing S System o

• f discours

urse –focus us o

• n teacher’ t

talk lk

Teacher Addressing to individuals or to the whole class Teacher enable talk without her interference CM- content management Meta- Pragmatics Utterances (2) Discourse Rule Management Teacher speech acts on content (5) Teacher cognitive demands from student (6) MF1 – the teacher address to all MF2 - the teacher address to individual in public MF3- the teacher address to individual in privacy PR2 – enables 2 turns PR3- enables 3 turns PR4- enables 4 turns PR5- enables 5 turns RM1- focused on discourse rules RM2 - focused on behavior rules CM11 – explanations / information / CM12 - different point of view CM13 –share students with teacher experience CM14- connect to Prior knowledge CM15 –makes generalizations, inferences, elaborations, CM21- to bring/ demonstrations information or ideas. CM22- to present different point of views CM23 - to describe their experiences CM24 - to find connections to their prior knowledge CM25 - to clarify, elaborate, CM26- to give reasoning and justify their

• pinions

CM27 – encouraging student to ask questions MM1- the teacher clarifies

• bjectives of

the discourse MM2- The teacher shares students with her planning

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Fin indings- Changes in s in co concept-maps

• Student-teachers used more concepts in their maps:
• pre- M = 10.54 ( 5.28)
• post- M = 13.5 (4.94) t= -2.61 p=0.04

discourse time Rules Manage- ment

control

questions

learning

feedback

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Qua uali litati tive a analysis o s of the the m maps s

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Distr stribution o

• f F

Four F Facets ts in S Stu tudent t –Teac achers C Clas lass Discours rse e

Post Pre Four facets 63.36 61.51 Questions 18.06 19.32 Initiations of teachers’ talk 12.85 14.54 Feedback 5.73 4.63 Giving Talk Turn 100% 100%

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Distr stributi tion

• n of te

teachers’ s’ sp speech Initi tiati tions

Post- learning % Pre –learning %

16.09 18.10 Explanations 15.85 18.04 Opening and closing sentences 20.50 15.89 Requests / instructions 6.98 15.99 Requests for completion of sentences 13.00 9.80 Summarizing and reminding 15.72 8.61 Informative Statements 7.36 7.67 Urging pupils to do or to speak 1.77 3.23 Raising an issue for discussion 2.74 2.66 Expression of teachers’ opinion 100% 100%

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Three S Significant C t Changes : :

t M(SD) N Ask for completion of sentences 2.131* 4.90(3.19) 20 IN=pre 3.10 (2.44) 20 IN=post

*p<.005; **p<.001

t M(SD) N Discourse rule

• 2.451*

4.73 (3.96) 22 RM pre= 9.45(11.14) 22 RM post t M(SD) N Uptake Questions

• 2.078*

7.20 (6.05) 35 TQ 7- pre 9.97 (5.87) 35 TQ 7- post

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decrease Increase Increase

 Significant Interaction effect was found between planned

questions and uptake questions:

PLANNED>UPTAKE PRE

Planned- M= 12.35; SD=6.11 Response-M=7.35; SD=5.95

PLANNED~UPTAKE POST

Planned- M=10.01; SD=5.85 Response- M=9.97; SD=5.87

Planned Question The question is part of the lesson planning scenario How can we keep our water? Uptake Question The question is given as a response to pupils’ answers What do you mean? How do you know it?

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• Sig. Interaction Effect between planned and response

questions f (2;148) = 4.59 p= 0.004

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6 -Planned Q. 7- Uptake Q.

Results from the Reflective Writing

Student-teachers expressed their understandings - analysis of their own discourse :

• 1. Debora- I wanted to give every one his turn to talk but sometimes it interfered with

the discourse’s flow, so I tried to move on and go back to hear the pupil when he knew what he wanted to say. Giving Turns is not a technical act.

• 2. Eleanor- I am trying to ask more open questions, but I had to rephrase my questions

several times, because open questions sometimes were not clear. Asking Question needs rephrasing.

• 3. Hadas - When a pupil said a wrong answer, I needed to correct him, on the other

hand I must also think how to encourage him. Feedback is sometimes elusive.

• 4. Efrat - I found myself giving positive feedback but I know that I should elaborate and

help pupils conclude and justify their answers. Feedback should be challenging.

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What did student-teachers learn?

• They became aware of discourse processes –

more utterances about discourse rules.

• They conducted a more dialogic discourse-

more uptake questions.

• They became aware of the complexity of

feedback, of giving talk turn and of asking questions process.

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