Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches

Abstract This article examines teachers’ attempts to enhance students’ content learning in Biology through the use of talk centred on concept sketches. Of specific interest is how teachers provide scaffolding through purposeful classroom discourse (Lemke, 1990) with the use of talk moves (Chapin, O’Connor, & Anderson, 2013), drawing on concept sketches (Johnson & Reynolds, 2005) annotated by students. Informed by socioconstructivist (Vygotsky, 1978/86) perspectives and grounded in multimodal literacy (Kress & van Leeuwen, 2001) underpinnings, the study acknowledges the teacher’s role in productive classroom discussions to guide students’ thinking and facilitate meaning-making. Qualitative analysis of classroom discourse illustrates how teachers’ classroom talk can scaffold and address the gaps in students’ learning. Pedagogical implications are discussed.

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Supplemental Material for The Effectiveness of a Question-Exploration Routine for Enhancing the Content Learning of Secondary Students

Journal of Educational Psychology ◽

10.1037/a0023930.supp ◽

2011 ◽

Keyword(s):

Secondary Students ◽

Content Learning

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Explorations of classroom talk and links to reading achievement in upper elementary classrooms.

Journal of Educational Psychology ◽

10.1037/edu0000462 ◽

2020 ◽

Author(s):

Amanda P. Goodwin ◽

Sun-Joo Cho ◽

Dan Reynolds ◽

Rebecca Silverman ◽

Stephanie Nunn

Keyword(s):

Reading Achievement ◽

Elementary Classrooms ◽

Upper Elementary ◽

Classroom Talk

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Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking

Journal of Applied Linguistics ◽

10.1558/jal.v1i2.137 ◽

2007 ◽

Vol 1 (2) ◽

Cited By ~ 1

Author(s):

Neil Mercer

Keyword(s):

Discourse Analysis ◽

Classroom Talk

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Administrasi Kurikulum

10.31219/osf.io/qxerd ◽

2020 ◽

Author(s):

haryati gustia syafly ◽

Hade Afriansyah

Keyword(s):

Learning Process ◽

Learning Material ◽

Content Learning

the article discusses about crriculum administration both in terms of meaning, proess and the role of the teacher andregulations that discuss the content learning material, and ways that can be used as guedilines in implementing the learning process

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‘The world must stop when I’m talking’: gender and power relations in primary teachers’ classroom talk

British Journal of Sociology of Education ◽

10.1080/01425690802423288 ◽

2008 ◽

Vol 29 (6) ◽

pp. 609-621 ◽

Cited By ~ 14

Author(s):

Barbara Read

Keyword(s):

Power Relations ◽

Primary Teachers ◽

Classroom Talk ◽

The World ◽

Gender And Power

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Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

Sustainability ◽

10.3390/su13158610 ◽

2021 ◽

Vol 13 (15) ◽

pp. 8610

Author(s):

Chung Kwan Lo ◽

Gaowei Chen

Keyword(s):

Professional Development ◽

Activity Theory ◽

Mathematics Teachers ◽

Classroom Discourse ◽

Learning Analytics ◽

Visual Learning ◽

Development Program ◽

Experienced Teachers ◽

Classroom Talk ◽

Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

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