LESSON STRUCTURES
EXPOSITORY TEACHING
WHOLE-CLASS DISCUSSIONS
LABORATORY WORK
FOUR QUESTIONING APPROACHES
1. SOCRATIC QUESTIONING
FEATURES
CONDITIONS FOR USING
IMPLICATIONS
2. VERBAL JIGSAW
FEATURES
CONDITIONS FOR USING
IMPLICATIONS
3. SEMANTIC TAPESTRY
FEATURES
CONDITIONS FOR USING
IMPLICATIONS
4. FRAMING
FEATURES
CONDITIONS FOR USING
IMPLICATIONS
STRUCTURE OF PAPER
1. INTRODUCTION
2. THEORETICAL UNDERPINNINGS
THEORETICAL FRAMEWORK
SOCIAL CONSTRUCTIVISM
ANALYSIS OF CLASSROOM DISCOURSE BASED ON
AUTHORITATIVE FUNCTION
FOCUSES ON ONLY 1 POINT OF VIEW
DIALOGIC FUNCTION
RECOGNIZES MORE THAN 1 POINT OF VIEW
"RHYTHM OF THE DISCOURSE"
ALTERNATION BETWEEN DIALOGIC DISCOURSE AND AUTHORITATIVE DISCOURSE
3. CLASSROOM INTERACTION AND DISCOURSE IN SCIENCE
'FLOW OF DISCOURSE' ANALYTICAL FRAMEWORK
COMMUNICATIVE APPROACH
INTERACTIVE
NON-INTERACTIVE
FOUR CATEGORIES
1. AUTHORITATIVE NON-INTERACTIVE
TEACHER PRESENTS NORMATIVE IDEAS IN A MONOLOGUE
2. AUTHORITATIVE INTERACTIVE
INVITES RESPONSES FROM STUDENTS BUT DISCOUNTS THEIR IDEAS
SOLELY FOCUSES ON THE SCIENTIFIC IDEA
AIM OF REACHING ONE SPECIFIC POINT OF VIEW
3. DIALOGIC NON-INTERACTIVE
DOESN'T INVITE ANY TURN-TAKING INTERACTION WITH STUDENTS
MAKES STATEMENTS THAT ADDRESS OTHER POINTS OF VIEW IN ADDITION TO SCIENTIFIC ONE
4. DIALOGIC INTERACTIVE
EXPLORES STUDENTS' VIEWS EVEN IF DIFFERENT FROM THE SCIENTIFIC ONE
MAIN FORMS OF TEACHER INTERVENTION
1. SHAPING IDEAS
2. SELECTING IDEAS
3. MARKING KEY IDEAS
4. SHARING IDEAS
5. CHECKING STUDENT IDEAS
6. REVIEWING
TRIADIC DIALOGUE
IRE FRAMEWORK
1. INITIATE
2. RESPONSE
3. EVALUATE
IRF FRAMEWORK
1. INITIATE
2. RESPONSE
3. FOLLOWUP
GUIDED DISCUSSION
ASK CONCEPTUAL QUESTIONS
ELICIT STUDENT RESPONSES
COMMENTS ON THEM
ENCOURAGES MULTIPLE RESPONSES
4. TEACHER QUESTIONING
PROCESS-PRODUCT PARADIGM
SOCIO-LINGUISTIC FRAMEWORK
1. CONTEXT OF QUESTIONS
2. CONTENT OF QUESTIONS
3. RESPONSES AND REACTIONS TO QUESTIONS
5. BACKGROUND TO THE PROBLEM AND PURPOSE OF STUDY
6. METHODS
6.1 SETTING AND PARTICIPANTS
6.2 PROCEDURE
6.3 ANALYSIS OF DATA
7. RESULTS
7.1 USING QUESTIONS TO FRAME CLASSROOM INTERACTION AND SCAFFOLD STUDENTS' THINKING
7.2 QUESTIONING APPROACHES
7.2.1 SOCRATIC QUESTIONING APPROACH
7.3 PUMPING
FEATURES
ENCOURAGE STUDENTS TO PROVIDE MORE INFORMATION VIA EXPLICIT REQUESTS
USED TO
FOSTER STUDENT TALK
METHOD
EXPLICIT REQUESTS FOR MORE INFORMATION
"WHAT ELSE?"
POSITIVE FEEDBACK
"YEAH"
"CORRECT"
NODDING OF HEAD
NEUTRAL FEEDBACK
"OKAY"
"UH-HUH"
"MM-HMM"
EG) GOLD MEDAL MADE OF PURE GOLD OR NOT?
7.4 REFLECTIVE TOSS
7.4.1 STUDENT STATEMENT
7.4.2 TEACHER QUESTION
7.4.3 STUDENT STATEMENTS
FEATURES
POSE A QUESTION IN RESPONSE TO PRIOR UTTERANCE MADE BY THE STUDENT
USED TO
THROW THE RESPONSIBILITY OF THINKING BACK TO THE STUDENT
EG) TESTING A LEAF FOR PRESENCE OF STARCH
7.5 CONSTRUCTIVE CHALLENGE
USED TO
ENCOURAGE STUDENT TO REFLECT ON AND RECONSIDER HIS ANSWER IF HE HAVE AN INAPPROPRIATE ONE
FEATURES
POSE A QUESTION THAT STIMULATES STUDENT THINKING INSTEAD OF GIVING DIRECT CORRECTIVE FEEDBACK
EG) MEASURING VOLUME OF FLOATING OBJECT
7.2.2 VERBAL JIGSAW QUESTIONING APPROACH
7.7 ASSOCIATION OF KEY WORDS AND PHRASES
USED TO
INTRODUCE FACTUAL OR DESCRIPTIVE INFORMATION AND TO REINFORCE SCIENTIFIC VOCABULARY
FEATURES
GUIDE STUDENTS TO FORM A SERIES OF PROPOSITIONAL STATEMENTS TO FORM A COHERENT MENTAL FRAMEWORK
EG) MITOSIS
VERBAL CLOZE
USED TO
ELICIT OR EMPHASIZE KEY WORDS OR PHRASES
FEATURES
PAUSE IN MID-SENTENCE TO LET STUDENTS COMPLETE THE SENTENCE
7.2.3 SEMANTIC TAPESTRY QUESTIONING APPROACH
7.9 MULTI-PRONGED QUESTIONING
USED TO
HELP STUDENTS VIEW A PROBLEM FROM DIFFERENT ANGLES AND PERSPECTIVES
FEATURES
POSE QUESTIONS FROM DIFFERENT ANGLES THAT ADDRESS DIFFERENT ASPECTS OF THE PROBLEM
EG) IDENTIFY A LEAF FROM TEXT DESCRIPTION OR DIAGRAM, DRAW A LEAF, DESCRIBE A LEAF
STUDENTS HAD TO TRANSLATE INFORMATION BETWEEN WRITTEN, VERBAL AND VISUAL FORMS OF REPRESENTATION
APPLY UNDERSTANDING IN A DIFFERENT CONTEXT IN THE HOMEWORK
7.10 STIMULATING MULTIMODAL THINKING
USED TO
ENCOURAGE STUDENTS TO THINK IN A VARIETY OF MODES AND UNDERSTAND THE CONCEPT FROM DIFFERENT PERSPECTIVES
FEATURES
POSE QUESTIONS THAT INVOLVE THE USE OF A RANGE OF THINKING (VISUAL, VERBAL, SYMBOLIC, LOGICAL-MATHEMATICAL)
EG) FREEZING OF WATER - CHANGE IN DENSITY
7.11 FOCUSING AND ZOOMING
USED TO
HELP STUDENTS UNDERSTAND A CONCEPT AT BOTH MACRO OVERARCHING LEVEL AND MICRO IN-DEPTH LEVEL
FEATURES
USE QUESTIONS THAT ZOOM IN AND OUT - BIG BROAD QUESTIONS AND SPECIFIC SUBORDINATE QUESTIONS ALTERNATELY
7.2.4 FRAMING QUESTIONING APPROACH
7.13 QUESTION-BASED PRELUDE
USED TO
FOR EXPOSITORY TALK TO PREFACE DECLARATIVE STATEMENTS AND FOCUS STUDENT THINKING
FEATURES
QUESTIONS ACT AS ADVANCE ORGANIZER AND LEAD-IN TO INFORMATION PRESENTED SUBSEQUENTLY
TEACHER ANSWERS
EG) RESPIRATION
7.14 QUESTION-BASED OUTLINES
USED TO
VISUALLY FOCUS STUDENTS' THINKING AND MAKE THEM SEE THE LINK BETWEEN THE BIG QUESTION AND SUBORDINATE QUESTIONS
FEATURES
PRESENT A BIG BROAD QUESTION AND RELATED SUBORDINATE QUESTIONS VISUALLY ON A SLIDE
STUDENT ANSWERS
7.15 QUESTION-BASED SUMMARY
USED TO
RECAPITULATE KEY POINTS SUCCINCTLY AT END OF LESSON
FEATURES
GIVE OVERALL SUMMARY IN Q&A FORMAT TO CONSOLIDATE KEY POINTS
TEACHER ANSWERS
8. DISCUSSION
8.1 IMPLICATIONS FOR INSTRUCTION
8.2 LIMITATIONS
8.2.1 LINGUISTIC FORM USED AS PREDOMINANT MARKER FOR INTERACTION
8.2.1 GENERALIZATION OF EACH RESPONDENT'S UTTERANCE TO THE REST OF THE CLASS
NOT POSSIBLE TO KNOW THE EXTENT TO WHICH INDIVIDUAL STUDENTS INTERNALIZED THE CONCEPTS
8.2.3 OMISSION OF QUESTIONING STRATEGIES RELATED TO EPISTEMIC THINKING
8.3 SIGNIFICANCE OF STUDY
CLASSIFICATIONS OF TEACHER QUESTIONS
1. BLOOM'S TAXONOMY
2. OPEN/CLOSED QUESTIONS
3. PRODUCTIVE QUESTIONS
4. OPERATIONAL QUESTIONS
5. QUESTIONS BASED ON METAL OPERATION
9. CONCLUSION
10. REFERENCES