Use of questions and feedback Use of questions and feedback to generate discussionto generate discussion

The study in contextThe study in context

This study looked at how interactive classrooms operate This study looked at how interactive classrooms operate and the strategies teachers employ to support pupils’ and the strategies teachers employ to support pupils’ shared and individual learning e.g. through the use of shared and individual learning e.g. through the use of reasoning skills, exploration and discussion. reasoning skills, exploration and discussion.

Feedback strategies teachers used to Feedback strategies teachers used to create interactive classroomscreate interactive classrooms In primary English and maths lessons In primary English and maths lessons

teachersteachers– builtbuilt on pupils’ responseson pupils’ responses– encouraged children to feedback to encouraged children to feedback to

each othereach other– used pupils’ input to shape lessonsused pupils’ input to shape lessons

Techniques for building on pupils’ Techniques for building on pupils’ responses to establish dialogueresponses to establish dialogue

Teachers used prompts such as Teachers used prompts such as “oh”, “ooh”, “ah”, gave opinions and “oh”, “ooh”, “ah”, gave opinions and drew on personal experiences, e.g.drew on personal experiences, e.g.

– Pupil: Pupil: Ehm, it’s a guitar with laser Ehm, it’s a guitar with laser strings…it’s for teenagers that strings…it’s for teenagers that actually know how to play the guitaractually know how to play the guitar

– Teacher: Teacher: Ah, now I have to say I Ah, now I have to say I think that’s going to appeal to think that’s going to appeal to people who play guitar. I know my people who play guitar. I know my sister plays the guitar, it drives her sister plays the guitar, it drives her mad every time the strings breakmad every time the strings break

Encouraging children to feedback to Encouraging children to feedback to each othereach other Teachers invited pupils to respond to each others’ answers – for Teachers invited pupils to respond to each others’ answers – for

example:example:

- - Teacher:Teacher: Ok ready three, two, one, show me, brilliant, [pupil’s Ok ready three, two, one, show me, brilliant, [pupil’s name] read it out for me please.name] read it out for me please.

- Pupil:- Pupil: Four…four hundred and twenty thousand. Four…four hundred and twenty thousand.

- Teacher: - Teacher: [Pupil] thinks she’s got four hundred and twenty [Pupil] thinks she’s got four hundred and twenty thousand, anybody want to disagree?thousand, anybody want to disagree?

Drawing on pupils’ input to shape lessonsDrawing on pupils’ input to shape lessons

Teachers actively engaged pupils in Teachers actively engaged pupils in developing the lesson – for exampledeveloping the lesson – for example

- Pupil: - Pupil: You could rotate it [a shape] and You could rotate it [a shape] and then that would fit.then that would fit.

- Teacher: - Teacher: Ooh rotate it thenOoh rotate it then

- Pupil: - Pupil: Ok, ehm right [laughs]... pause as Ok, ehm right [laughs]... pause as pupil tries to draw rotated shapepupil tries to draw rotated shape

- Teacher: - Teacher: It is a bit tricky isn’t it? Can you It is a bit tricky isn’t it? Can you on the whiteboards in front of you try and on the whiteboards in front of you try and rotate the shape? [teacher opens the rotate the shape? [teacher opens the task to the whole class]task to the whole class]

How did teachers use open questions How did teachers use open questions to stimulate discussion?to stimulate discussion? Teachers used open questions which Teachers used open questions which

invited multiple answers and invited multiple answers and encouraged children to discuss and encouraged children to discuss and negotiate a final answer – for examplenegotiate a final answer – for example– Teacher:Teacher: Ok what things are Ok what things are

important in instructions? If we important in instructions? If we were going to write a checklist for were going to write a checklist for when I do this with my class next when I do this with my class next year, what things would you say to year, what things would you say to them? What would have to be in them? What would have to be in your instructions?your instructions?

How did teachers use closed questions How did teachers use closed questions to stimulate interaction?to stimulate interaction?

Effective teachers used closed questions to build on Effective teachers used closed questions to build on pupils’ thinking and draw in others’ responses, e.g. the pupils’ thinking and draw in others’ responses, e.g. the teacher is explaining that multiplying by 100 is the same teacher is explaining that multiplying by 100 is the same as multiplying by 10 and then 10 again, a pupil asked the as multiplying by 10 and then 10 again, a pupil asked the following commented:following commented:

- Pupil:- Pupil: You know when you times it by 20, you do two 10s. You know when you times it by 20, you do two 10s.- Teacher:Teacher: No, think carefully it’s not two 10s is it, its 1 No, think carefully it’s not two 10s is it, its 1

times 10 and then you?times 10 and then you?

- Pupil:- Pupil: Double it. Double it.- Teacher:Teacher: Do you see where you went wrong there? Do you see where you went wrong there?

Who were the children in the study?Who were the children in the study? The researchers observed and The researchers observed and

analysed teacher- pupil analysed teacher- pupil interaction in 213 primary interaction in 213 primary literacy and numeracy lessons literacy and numeracy lessons (114 Year 5 literacy and (114 Year 5 literacy and numeracy lessons in 2003, and numeracy lessons in 2003, and 99 Year 5 and 6 lessons in 99 Year 5 and 6 lessons in 2004)2004)

How was the information gathered?How was the information gathered?

The researchers observed and analysed The researchers observed and analysed classroom interactions over a two year periodclassroom interactions over a two year period

They used hand held computers and video to They used hand held computers and video to record lessons record lessons

They selected five English and five maths They selected five English and five maths lessons that showed the most interaction to lessons that showed the most interaction to investigate teacher behaviours in more detail investigate teacher behaviours in more detail

How can teachers use this evidence?How can teachers use this evidence?

The study found that teachers played a key part The study found that teachers played a key part in creating and maintaining effective discussion. in creating and maintaining effective discussion. You could reflect on how you use dialogue in You could reflect on how you use dialogue in your lessons. your lessons. Can you think of a lesson where Can you think of a lesson where your pupils had a good discussion and learning your pupils had a good discussion and learning took place?took place?– WhatWhat role did you play in helping those discussions?role did you play in helping those discussions?– Are there any particular effective strategies you used Are there any particular effective strategies you used

that you would use again?that you would use again?

How can school leaders use this How can school leaders use this evidence?evidence?

The study found that some teachers were The study found that some teachers were effective in stimulating discussion in their effective in stimulating discussion in their classrooms and others less so. How effective classrooms and others less so. How effective are staff in your school in exploiting the potential are staff in your school in exploiting the potential of interactive teaching and learning? of interactive teaching and learning? – Do you have staff members who are effective Do you have staff members who are effective

promoters of classroom dialogue? promoters of classroom dialogue? – Could you engage them in coaching other staff who Could you engage them in coaching other staff who

are trying to develop in this area?are trying to develop in this area?

Follow-up readingFollow-up reading

Study reference: Study reference: Smith, H. & Higgins, S. Opening Smith, H. & Higgins, S. Opening classroom interaction: the importance of feedback (2006) classroom interaction: the importance of feedback (2006) Cambridge Journal of Education Vol. Cambridge Journal of Education Vol. 36, No. 4, pp. 485-36, No. 4, pp. 485-502 502

The GTCs Research of the Month (RoM) website The GTCs Research of the Month (RoM) website presents a number of research summaries that cover presents a number of research summaries that cover relevant fields of interest such as dialogue and AfL. The relevant fields of interest such as dialogue and AfL. The RoMs can be found at:RoMs can be found at: http://www.gtce.org.uk/research/romtopics/

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