Leveraging Student Thinking to Foster Productive Discussions

Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all of us accountable for our own situated-ness in systems of power in ways that grant us potential places from which to enact change. Key in this discussion is a careful analytical point of view for seeing the world and a set of practices that work to imagine new ways of talking back.

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KARAKTERISTIK PENCAPAIAN KEMAMPUAN PEMBUKTIAN DAN KEPERCAYAAN DIRI MAHASISWA MELALUI METODE MOORE

Jurnal Analisa ◽

10.15575/ja.v4i2.3681 ◽

2018 ◽

Vol 4 (2) ◽

pp. 72-82

Author(s):

Iyon Maryono ◽

Siska Amanda Lucita Dewi ◽

Agus Hikmat Syaf

Keyword(s):

Learning Outcomes ◽

Mixed Method ◽

Student Learning Outcomes ◽

Student Thinking ◽

Student Responses ◽

Self Confidence ◽

Teacher Students ◽

Thinking Process ◽

Better Than ◽

Important Activity

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

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PHASAL REALIZATIONS IN CLASSROOM DISCOURSE A Systemic-Functional Analysis

TABULARASA ◽

10.24114/jt.v11i2.3260 ◽

2014 ◽

Vol 11 (2) ◽

Author(s):

Lasyuli Simbolon

Keyword(s):

Functional Analysis ◽

Strong Evidence ◽

Classroom Discourse ◽

Social Values ◽

Classroom Interactions ◽

Classification Schemes ◽

Complementary Method ◽

Academic Knowledge ◽

Primary Instrument

This article examines the phasal realizations characteristic of the classroom discourse. The data are collected by means of audio-visual recordings and transcriptions, and they are analyzed by employing a complementary method of analysis of Young’s model. The primary instrument of this study is the researcher herself, whereas the secondary instruments are (1) classification schemes of the semiotic aspect in focus, (2) data sheets that contain 4 classroom discourse-in-texts, and (3) notes on each classroom discourse-in-text. The findings reveal that the CD-in-text as a whole is typically realized and characterized by the following: (1) Substantiation (SU) as the most prominent macro-function and the Conclusion (CO) as the least prominent, (2) the Interchange (IC) as the most prominent micro-function and the Apology (AP) as the least prominent. Based on the main findings, there is strong evidence to suggest that the ‘semiotic behavior’ of the CD-in-text as a whole is motivated by the goal-oriented need, and the goal to achieve has tended to be more academic-oriented than social-oriented. In this, the teachers as the primary speakers of the classroom interactions have tended to focus on the transformation of intellectual values (academic knowledge/skills) with the least social values involved therein. The most prominently occurring SU macro-function and IC micro-function are clear indicators of this endeavor. The scope and the objectives of this study have been delimited to investigate CD phenomena at the levels of phase and sub-phase.

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Children’s Academic and Social-Emotional Competencies and the Quality of Classroom Interactions in High-Needs Urban Elementary Schools

Contemporary Educational Psychology ◽

10.1016/j.cedpsych.2021.101975 ◽

2021 ◽

pp. 101975

Author(s):

Essie Sutton ◽

Joshua L. Brown ◽

Amy E. Lowenstein ◽

Jason T. Downer

Keyword(s):

Elementary Schools ◽

Classroom Interactions ◽

Social Emotional ◽

Emotional Competencies ◽

Urban Elementary Schools

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Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽

10.1177/21582440211023771 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110237

Author(s):

İlknur Bayram ◽

Fatma Bıkmaz

Keyword(s):

Professional Development ◽

Lesson Study ◽

English Language ◽

Research Question ◽

Teaching Style ◽

Language Teachers ◽

Student Thinking ◽

Pedagogical Content ◽

Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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