Some implications for instruction from my book on classroom talk:
- Students make
more interpretive moves when teachers demonstrate such moves in advance.
In other words, we learn from the company we keep. If we want students to
talk about books in particular ways, we have to show them this preferred
way of talking and support their efforts as they move in this direction.
If we want students to construct sophisticated interpretations, we need to
construct more sophisticated interpretations during our discussions, and
explain our interpretive processes so students may internalize them as
they construct their own interpretations.
- The traditional
interaction pattern (IRE) does not support students’ thinking. Our
discussions should look more like (I-R-R-R-R), where an initiating move by
the teacher is followed by a series, or chaining, of students’ responses.
Our discussions should not be back-and-forth ping pong matches. We need to
provide space for the voices and ideas of our students to be heard and
considered.
- The talk that we
promote in our discussions should help students move “beyond the literal”
to constructing interpretations and analyzing the elements, themes,
structures, images, and contents of a text. I believe it is important to
notice what is contained in the text, but the written text and visual
images should be viewed as a point
of departure for our discussions, not the primary objective for our
discussions.
- There is a
difference between increasing social interaction during discussions and
increasing intellectual complexity. Just because students are more
involved in our discussions does not necessarily mean they are digging
into the text or deepening their interpretive abilities. Certainly, we
want students to talk more, but we also need to be concerned with what
they are talking about and how they approach these topics.
- We serve as a
mediator between our students and the text we are discussing, helping
students navigate the text, generate meanings, share their ideas, and
consider alternative interpretations. The questions we ask and the
perspectives we offer should guide students toward the types of responses
we expect them to make on their own.
- Our responses to
students’ ideas, comments, and interpretations emphasize what we believe
to be important, call attention to what we consider significant, and
signal who is effectively comprehending. We need to attend to how we respond
to students’ ideas and interpretations so that we don’t inadvertently send
inappropriate signals. The responses we offer must move beyond “praise and
paraphrase” and help extend students’ thinking, by demonstrating how to
articulate, clarify, and confirm their understandings.
- There are moments
in a discussion where students offer ideas that open up the interactive
space for new possibilities if we are listening carefully and willing to
consider the potential of these comments. These critical junctures are those teachable moments when new ideas
are to be considered and new directions in the discussion are made
possible. If teachers are willing to listen attentively to the ideas of
their students, are qualified facilitators of classroom discussions, and know
enough about the texts being discussed, they will be better positioned to
take advantage of these critical junctures when they occur. There are
always decisions to be made about which responses to expand on and which
responses to politely let slip by. It is not an exact science. However,
the more we know about our objectives for the lesson, the texts we read,
and the needs and abilities of our students, the more often we will
recognize the interpretive merit in our students’ responses.
- Finally, it is
not enough to simply say to our students, “I want you to say whatever you
are thinking in our discussions.” Although this is certainly an open
invitation, and can set a good tone for our discussions, it is too open
ended to help students to know what it is we want them to talk about. We
need to demonstrate the kinds of discussion we want them to participate
in, and show them how to dig deeper into a text during our discussions.
