Using classroom discourse to foster understanding of powerful ideas is an art form--one that many teachers do with great skill and enthusiasm. Talking with students rather than to students is the key to using classroom discourse well. Challenging students to interpret, analyze and manipulate information to deepen their understanding or see new connections can enliven the instructional process and make learning personally meaningful.
Key elements for effective classroom discourse:
1. Have clear goals in mind for the discussion.
2. Select a few topics to examine in depth. Ask open-ended questions.
4. Allow students time to think before responding to questions.
5. Listen to students asking them to clarify ideas, justify assertions, or consider another viewpoint.
6. Model problem solving processes rather than just giving answers.
7. Show genuine interest in studentsí ideas and suggestions for solving problems and acknowledge studentsí original and unconventional ideas.
8. With students establish ground-rules that promote respect for each othersí ideas, active listening, and encourage a range of ideas even unpopular ones. Establishing a classroom climate where students feel free to state their ideas without fear of ridicule from their classmates or teacher is essential for fostering learning.
Brophy and Alleman summarize the characteristics of effective teachers and describe them as follows:
[Teachers]...were highly attuned to their students. They encouraged students to take public risks by contributing their opinions to discussion and by publicly discussing their mistakes. Yet they were quick to notice indicators of confusion or anxiety and to react by providing additional explanations, alternative assignments or other scaffolding. They emphasized bringing to light studentís thought processes for public examination in discussion. They maintained personal contacts with their students and arranged for frequent interaction among students through cooperative small-group activities.*Students frequently response in this kind of learning environment with surprising creativity and an impressive reservoir of knowledge often untapped in other settings. The American Promise provides the impetus for creating such learning.
*Brophy, J. and Alleman, J. (1996). Powerful Social Studies for Elementary Students. New York: Harcourt Brace College Publishers, p. 71.