How does classroom discussion How does classroom discussion affect students’ learning?affect students’ learning?

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Key issue addressed by the study

This US study investigated the links between teachers’ use of dialogue and students’– participation in dialogue– effort in assignments

The effects of particular approaches to The effects of particular approaches to using dialogue for learning using dialogue for learning Different forms of dialogue had different effectsDifferent forms of dialogue had different effects Some specific uses of dialogue to promote learning:Some specific uses of dialogue to promote learning:

– helped to improve the motivation and effort of low achieving and helped to improve the motivation and effort of low achieving and less vocal studentsless vocal students

– event though they didn’t necessarily increase students’ event though they didn’t necessarily increase students’ participation in learning conversationsparticipation in learning conversations

StudentsStudents’ ’ participationparticipation in dialoguein dialogue An increase in teachers’ whole class questions led to:An increase in teachers’ whole class questions led to:

– more students being involved in exchangesmore students being involved in exchanges– more students engaged in more extended discussion - more students engaged in more extended discussion -

although the overall number of students engaged fellalthough the overall number of students engaged fell– a small number of students dominating discussion a small number of students dominating discussion

Teachers’ talk in different contextsTeachers’ talk in different contexts

In individual and small group settings In individual and small group settings teachers tended to use open questions to teachers tended to use open questions to create and sustain discussioncreate and sustain discussion

In whole class settings teachers tended to In whole class settings teachers tended to use more closed and evaluative questionsuse more closed and evaluative questions

Teachers’ discussion strategies that Teachers’ discussion strategies that were helpful to low achieverswere helpful to low achievers

Use of questions to Use of questions to explore students’ thinking explore students’ thinking rather rather than seeking thethan seeking the right answer was helpfulright answer was helpful

Management of dialogue – Management of dialogue – eg partnering vocal and eg partnering vocal and quiet students and ruling quiet students and ruling that they must take turns that they must take turns also helpedalso helped

Teachers’ discussion strategies that Teachers’ discussion strategies that were helpful to low achieverswere helpful to low achievers Giving students time to Giving students time to

become more familiar become more familiar with the task before with the task before talkingtalking

Balancing open-Balancing open-endedness with endedness with sufficient task direction, sufficient task direction, ensured low achievers ensured low achievers knew what to doknew what to do

Mixing different types of questionsMixing different types of questions The researcher identified two types of question and suggested a mix of both to The researcher identified two types of question and suggested a mix of both to

involve students more in discussioninvolve students more in discussion Embedded question cycles, where teachers probe for more detail on a single themeEmbedded question cycles, where teachers probe for more detail on a single theme Conjunctive question cylcles, where teachers ask students to provide a range of Conjunctive question cylcles, where teachers ask students to provide a range of

responses/examples to the same question and focus on the breadth rather than the responses/examples to the same question and focus on the breadth rather than the depth of response - eg ‘Can you give me some nouns that are people?’ depth of response - eg ‘Can you give me some nouns that are people?’

Who were the children in the study?Who were the children in the study?

The study is based on data from 2,051 students The study is based on data from 2,051 students and 117 teachers in the USand 117 teachers in the US

The students were aged 12-14The students were aged 12-14

How was the information gathered?How was the information gathered? The researchers observed classroom practice The researchers observed classroom practice

four times over one year four times over one year Students and teachers completed Students and teachers completed

questionnaires towards the end of the school questionnaires towards the end of the school yearyear

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

Quieter students became more involved in discussion when they had a rule to Quieter students became more involved in discussion when they had a rule to followfollow

For example, one rule was students could not speak a second time until the other For example, one rule was students could not speak a second time until the other student had said somethingstudent had said something

Could you introduce rules in your discussion work? Perhaps you could involve Could you introduce rules in your discussion work? Perhaps you could involve students in formulating them.students in formulating them.

How can school leaders use this How can school leaders use this evidence?evidence? The study suggests that teachers need practice to improve their skills in helping students The study suggests that teachers need practice to improve their skills in helping students

use dialogue for learninguse dialogue for learning Would it be helpful for teachers in your school to observe discussion activities in each Would it be helpful for teachers in your school to observe discussion activities in each

other’s classroom and write up a description?other’s classroom and write up a description? The analysis of the observations might help you identify good practice which you could The analysis of the observations might help you identify good practice which you could

compare with the outcomes of this studycompare with the outcomes of this study

Follow-up readingFollow-up reading Study reference: Study reference:

Kelly, S (2007) Classroom discourse and the distribution of Kelly, S (2007) Classroom discourse and the distribution of student engagement student engagement Social Psychology of EducationSocial Psychology of Education (2007) (2007) Vol. 10, 00 331-352Vol. 10, 00 331-352

You might like to read a more detailed summary about You might like to read a more detailed summary about dialogue:dialogue:GTC RoM summary GTC RoM summary Raising achievement through group Raising achievement through group work, work, accessible at:accessible at:

http://www.gtce.org.uk/research/romtopics/rom_managementoflearning/groupwork_nov06/

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