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Approaches to teaching and learning. Classroom Talk. Walsh (2002). Do you agree or disagree? Teachers control the topic of discussion Teachers often control both content and procedure Teachers control who may participate and when Students take their cues from the teacher
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Approaches to teaching and learning Classroom Talk
Walsh (2002) Do you agree or disagree? • Teachers control the topic of discussion • Teachers often control both content and procedure • Teachers control who may participate and when • Students take their cues from the teacher • Teachers ask questions to which they know the answer most of the time • Teachers talk most of the time • Teachers modify their talk to learners • Teachers are responsible for managing the interaction that occurs.
Teachers’ Questions Monologic (recitation) vs. dialogic teaching Monologic teaching leads to an ‘authoritative discourse’ in which the teacher delivers a set of pre-packaged knowledge (Skidmore, 2000) Dialogic teaching offers an ‘emancipatory alternative’ (Lyle, 1998) so that knowledge is co-constructed and students’ experiences and interpretations are valued and explored.
Monologic • IRF • Teacher selects • Teacher ignores attempts by learners to introduce other topics • Students’ responses tend to be short • Usually there is only one correct answer (Nystrand, 1997)
Examples of IRF I What’s the boy doing? R He’s climbing a tree. F He’s climbing a tree.
‘F’ moves in natural conversation Francis and Hunston (1992) classify f move in terms of function e.g. ‘terminating’ or ‘endorsing’: I. How are you? R. Not great. F. Never mind.
Dialogic • Turns are evenly distributed between speakers • Teacher takes fewer turns • IRF not the model • Student responses build on previous students’ responses (‘chained’ Gutierrez, 1993) • Students self-select • Teacher and students negotiate sub-topics for discussion • Questions exist for which there are no pre-specified correct answers. (Nystrand, 2007)
Analysing Classroom Discourse Task • Identify IRF patters • What kinds of questions does the teacher ask? • Who controls the talk? • Monologic or dialogic? • Comment on the quality of the teacher’s talk.
Cullen Cullen lists 5 effective feedback moves: Reformulation Elaboration Comment Repetition Responsiveness What does each mean and do you agree it is effective?
