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Facilitating Classroom Talk that Builds the Mind by Dr. Gaowei Chen


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Facilitating Classroom Talk that Builds the Mind by Dr. Gaowei Chen

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Facilitating Classroom Talk that Builds the Mind by Dr. Gaowei Chen

  1. 1. Facilitating Classroom Talk that Builds the Mind Gaowei Chen Faculty of Education, University of Hong Kong Meeting of Minds Series, SoL Nov 26, 2015
  2. 2. Teacher-led classroom talk is fundamental to student learning 2
  3. 3. Teacher How do you know it has more volume? What’s your proof? Louie Because I can tell that Adoesn’t have that much volume. Teacher Why? What is it about container A or the liquid in A that makes you think there’s not a lot in there? 3 Teachertalk Press for Reasoning
  4. 4. Teacher What do you think Amalia means when she says it causes physical breakdown? Amalia …sometimes hot weather… it causes physical breakdown of the rocks. Marcel Well, I- I think she means like the rocks like after you get - it starts to cool and when it starts to warm again usually a lot of stuff starts to break out there. 4 Teachertalk Restate Someone Else’s Reasoning
  5. 5. Teacher helps students think by self 5 • Press for Reasoning “Why do you think that?” “What’s your evidence?” • Say More “Can you say more about that?” “Can you give an example?” • Revoice “So, let me see if I’ve got what you’re saying. Are you saying…?” • Challenge “Does it always work that way?” “I kind of disagree with you”
  6. 6. Teacher helps students think with others 6 • Restate “Who can repeat what he just said or put it into their own words?” • Agree/ Disagree “Do you agree/disagree?(And why?)” “Does anyone want to respond to that idea?” • Add On “Who can add onto the idea that he is building?” “Can anyone take that suggestion and push it a little further?” • Explain Other “Who can explain what he means when she says that?” “Why do you think he said that?”
  7. 7. • Improved student achievement and reasoning skills (Bill et al., 1992; Chapin & O’Connor, 2004; Kuhn et al., 2013; Resnick et al., 2015) 7 • Long term effect and transfer (Adey & Shayer, 2001; Bill, Leer, Reams, & Resnick, 1992; Chapin & O’Connor, 2004; Shayer, 1999; Topping & Trickey, 2007) When teachers use such talk moves in the classroom…
  8. 8. However, very little teaching includes such talk in the classroom 8(Kane & Staiger, 2012; Mercer, Dawes, & Staarman, 2009; Pimentel & McNeil, 2013) • Teachers find it difficult to learn and effectively integrate such talk moves into their instruction • Teachers believe that basic information must first be taught “directly” • Teachers believe that only a few students are capable of the kind of effective talk that appears to have robust effects • …
  9. 9. Hence the Need for… 9 facilitating teacher professional development in the skills of discussion-based teaching
  10. 10. An Analytics-supported Reflection Approach 10 • Teacher professional development context – School embedded, evidence based • Teacher and facilitator community • Joint reflection supported by visual analytics, video, and transcripts • Visual representations serve as a lens for identifying meaningful segments
  11. 11. Visualization  Transcripts 11
  12. 12. Visualization  Transcripts
  13. 13. Research Questions 13 • How do the teachers view the analytics- supported reflection approach? • How does the analytics-supported reflection approach impact classroom talk and student learning?
  14. 14. Research Design 14 • Secondary mathematics classes • A year-long intervention involving school-embedded,evidence-based teacher learning activities • A post-test and a delayed post-test of the impact of teacherlearning on classroom talk and students’ mathematics achievement
  15. 15. Preliminary Findings 15 North Carolina school district with 6 reading teachers and 3 facilitators After the analytics-supported intervention… • Growth in specific talk moves – 4 of the 6 teachers showed growth in specific talk moves – This targeted growth corresponds to specific talk goals that teachers and facilitators identified in coaching sessions • Level of student involvement – 5 out of the 6 teachers engaged more students in the discussion – Teachers tended to be more aware of the number of students involved in classroom discussions
  16. 16. Some Challenges 16 • Recording of classroom talk – Tracking camera, microphone-array? • Transcribing – Speech recognition software that can pick up multi-party discussion? • Coding – Automated coding software?
  17. 17. Thank You! 17