Orchestrating Discussions

Five practices constitute a model for effectively using student responses in whole-class discussions that can potentially make teaching with high-level tasks more manageable for teachers.

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Research on Children and Social Interaction ◽

10.1558/rcsi.12409 ◽

2021 ◽

Vol 4 (2) ◽

Author(s):

Annerose Willemsen ◽

Myrte Gosen ◽

Tom Koole ◽

Kees De Glopper

Keyword(s):

Analytic Study ◽

Class Discussions ◽

Whole Class

This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an account or explanation. Only incidentally, the invitations simply solicit a continuation. The fact that the invitations follow not only teacher-initiated, but also student-initiated contributions reflects the teachers’ attempts to foster an actual discussion framework in which they partly hand over control and in which the student contributions are taken up for further consideration.

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Selecting and Sequencing Students' Solution Strategies

Teaching Children Mathematics ◽

10.5951/teacchilmath.23.4.0226 ◽

2016 ◽

Vol 23 (4) ◽

pp. 226-234 ◽

Cited By ~ 3

Author(s):

Erin M. Meikle

Keyword(s):

Problem Solving ◽

Solution Strategies ◽

Class Discussions ◽

Challenging Tasks ◽

Whole Class ◽

Fine Tune

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

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Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions

Journal of Research in Science Teaching ◽

10.1002/tea.21100 ◽

2013 ◽

Vol 50 (8) ◽

pp. 912-939 ◽

Cited By ~ 31

Author(s):

Sami Lehesvuori ◽

Jouni Viiri ◽

Helena Rasku-Puttonen ◽

Josephine Moate ◽

Jussi Helaakoski

Keyword(s):

Science Classrooms ◽

Communication Structures ◽

Class Discussions ◽

Whole Class

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Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates

Journal of Teacher Education ◽

10.1177/0022487117707463 ◽

2017 ◽

Vol 69 (3) ◽

pp. 278-293 ◽

Cited By ~ 19

Author(s):

Abby Reisman ◽

Sarah Schneider Kavanagh ◽

Chauncey Monte-Sano ◽

Brad Fogo ◽

Sarah C. McGrew ◽

...

Keyword(s):

Teacher Candidates ◽

Class Discussions ◽

Whole Class

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Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.40.5.0530 ◽

2009 ◽

Vol 40 (5) ◽

pp. 530-562 ◽

Cited By ~ 30

Author(s):

Natasha M. Speer ◽

Joseph F. Wagner

Keyword(s):

Content Knowledge ◽

Mathematics Classroom ◽

Theoretical Orientation ◽

Teaching Experience ◽

Experienced Teacher ◽

Undergraduate Mathematics ◽

Knowledge For Teaching ◽

Class Discussions ◽

Whole Class ◽

And Mathematics

Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential equations course for the first time after teaching it with traditional lecture methods for many years. Examples of classroom teaching and interview data demonstrate that, despite having extensive teaching experience and possessing strong content knowledge, some instructors may still face challenges when trying to provide analytic scaffolding to move whole-class discussions toward a lesson's mathematical goals. We also hypothesize several component practices necessary for the successful use of analytic scaffolding. Our analysis focuses on the relationship between the instructor's pedagogical content knowledge and specialized content knowledge and his capacity to enact these component practices during whole-class discussions.

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