glassner, a., cohen (sayag), e., nathan, n., & vardi-rath, e. kaye academic college of...
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Glassner, A., Cohen (Sayag), E., Nathan, N., & Vardi-Rath, E.
Kaye Academic College of Education, Israel
The 35th ATEE ConferenceBudapest, 26 August, 2010
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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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• In Israel there are no extensive acts or programs
attending to promote student teachers skills in
discussion-based teaching.
• “Teachers rarely give systematic instruction on how to
conduct a discussion” (Henning, 2008, p. 4)
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IRE - Initiation, Response and Evaluation
(Sinclair and Coulthard, 1975)
Teacher: What kind of ships do the Vikings used?
Students: Longboats
Teacher: Well done
Instead – IDRE :
Initiation – Discussion - Response - Evaluation (Wegerif, 2002)
What kind of discussion pattern is common
among teachers?
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1. Discussion will promote higher levels of
reasoning (Beck and MeKeown, 2009)
2. Knowledge construction occurs by dialogue
3. Deep comprehension can be achieved by
discussion with others
(Chi et al., 2001; Lund, 2004; Wegerif, 2002)
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• Can we promote experienced and
inexperienced teachers' skills to conduct class
discussion?
• What will be the nature of the changes as a result
of the participation in one academic course?
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The course teaching model 1 .Modeling and analyzing
three types of discourse objectives
2. Experiencing Discussions with colleagues during the course
T2- Enquiry of knowledge fromtexts convergent discussion
T1-Presenting andexpansion of Knowledge
divergent discussion
T3- ArgumentationsAnd Justification of
acts and ideas
critical thinking
3. Learning to document and analyze classroom
discourse and its navigation
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Two yearly courses 2008-2010 using action research.
Research Tools:
• Drawing a concept map and writing an explanation to the concept of a good classroom discussion.
• Documentation of two (pre & post) discussions with a small group (5-6 pupils; 15 min). The discussions were conducted by each student.
Method
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25 students with pre & post documented discussions:
• 12 experienced teachers and 13 inexperienced teachers
• 17 FL Hebrew speaker and 8 SL Hebrew
speaker (Arabs Bedouin)
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1. IN - Initiation of
teacher talk 2. FE - Giving feedback 3. TT - Turn Taking 4. TQ – Teachers’
questions
5. PR - Postponement of
teachers' reactions
6. CM/ RM - Focus on class rules or content
7. MM - Meta-pragmatics
comments
Analyzed by: CHILDES by the CLAN computer based and SPSS analysis program.
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Questions in classroom
discussions:
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1. Teachers today ask between 300-400 questions each day (Leven and Long, 1981).
2. Teachers spend most of their time asking low-level cognitive
questions (Wilen, 1991).
3. Asking high level questions does not guarantee high level
answers, but low level questions ensure to elicit low level
responses (Henning, 2008, p. 43)
What do we know about questioning during classroom instruction?
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1. Questioning helps teachers to keep their students actively involved.
2. Questioning students gives them an opportunity to openly express
ideas and thoughts.
3. Questioning students enables other students to hear a different point of
view.
4. Asking questions helps teachers pace their lessons.
5. Questioning students helps teachers evaluate student learning.
(Morgan and Saxton, 1991)
Questions could be “both engines and outcomes of learning”
(Ritchhart,Tishman, and Perkins 2000).
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• Encourage creative thinking
What will be your own ending to this story?
• Direct students to analyze and synthesize knowledge
What are the main ideas of the story?
• Ask for expanding knowledge
What is your associations to the title of the story?
• Encourage critical thinking
What is your own opinion about the conflict in the story?
Why do you think so?
• Ask students to reshape their point of view
Could you say it was a moral act? Why?
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How do teachers navigate the discussion?
The categories of the questions we found and used for coding :
Planned
The question is part of the lesson planning scenario
How can we keep our water?
Response
The question is given as a response to pupils utterances
What do you mean? How do you know it?
(Nystrand, 2003)
Open
A question that does not have one definite answer, but actually several answers different from and even contradictory to each other (Harpaz, 2006)
Close
The answer suggested one true answer. such as yes/no
Test Question
Intent to test or identify the knowledge of the pupils. The teacher knows the answer to the question.
What is the name of such process?
Technical Question
such as: “what did you say?"
Real
The teacher really doesn’t know the answers.
What do you think about this?
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Increase of :
Number of questions ;
Number of real questions;
Number of open questions
Number of response questions
What changes do we expected at the post
discussion?
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Quantitative Findings•A significant difference was found in the quantity of the
open questions. (t(1, 20)=2.13;p=.045)
•The teachers asked more open questions at the post discussion- (M= 34; SD=24) than at the pre discussion- (M=24; SD=13.5).
•Same tendencies was found for real questions and for response questions (not significant effects- high SD in the post)
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Significant difference was found between planned questions and response questions in pre discussions [t(1,17)=2.15; p=.046]
Planned- M= 20.6; SD=11.2Response-M=14.2; SD=6.2PLANNED>RESPONSE
No significant difference was found in the post discussions
Planned- M=25.5; SD=20.1Response- M=24.4; SD=25.9PLANNED~RESPONSE
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No correlation was found between real question and response question at the pre discussion (r=0.05; p= 0.83)
Significant correlation was found at the post discussions (r= 0.71; p=0.00)
CORRELATION BETWEEN REAL QUESTIONS AND RESPONSE QUESTIONS
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Pre Post
Opening questions:Opening questions:
1. Who has any idea what drought is?
1. Who knows what organic fertilizer is?2. What does it remind you of?
2. What does it remind you of?3. What words are connected to it?
4. When you say drought year what do mean?
The Discussion: aiming to understand the differences between two kinds of garbage.
The Discussion: aiming to understand the problem of water shortage and the solutions for it.
1. From what garbage can we make organic fertilizer?- (asking for recall of knowledge)
1.What if, What will happen without water? (asking for “what if” question)
2. Where can we find organic fertilizer?
(asking for recall of knowledge)
2.Why is it important?- (asking for understanding of the problem)
3. What more can you say about the different kinds of garbage? (asking for recall of knowledge and analyzing it)
3. How can we save water?- (asking for creative ideas)
4. How can we keep our water? (asking for creative ideas)
5. What is the difference between sea water and drinking water? (asking for analyzing knowledge)
6. What kind of water do we have in the sea? (asking for recall of knowledge)
Case study
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What do we have?A. students teachers were encouraged to change the patterns
of their questions asking during the navigation of discussion - based teaching.
B. Following the course, some of the participants Increased the relative number of their open questions and the relative number of their response questions.
C. Still we expected the teachers to produce more real and response questions.
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What should we do? (future perspective):
•To invite more intensive practice
•To increase the sample
•To design the coding criteria we used in the study in order to construct more holistic model
• To design new creative activities
•To teach the teachers how to encourage their pupils to ask good questions •http://www.youtube.com/watch?v=5thpdEEE-DE
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