Denise Beutel , Ph.D. Abydos Conference April 2013

1. “Say it again with your big-loud voice”How teacher responses to students’ classroom contributions affect student learning Denise Beutel, Ph.D. Abydos Conference April 2013

2. Language of instruction Central to the teaching and learning that occurs in classrooms Cross all subject areas Draws on socio-cultural learning theory and supports constructivism

3. Two primary forms of classroom talk Talk between teacher and students Talk between students “Spoken Language is the medium by which much teaching takes place and in which students demonstrate to teachers much of what they have learned.” (Cazden, 1986)

4. Teachers use talk to… • Instruct • Check for understanding • Discipline • Formatively Assess • Prompt students • Complete tasks or assignments • Use strategies • Encourage meta-cognition: articulate thoughts and reflect • Model • Procedures or task • Ways to use for reasoning • Help students see learning is a trajectory Mercer (2008) ; Marazano (2009); Cazden (2001);

5. Video Interactive Read Aloud: Stephanie Kubaleck http://www.youtube.com/watch?v=0iygwDpH6To

6. Teachers use talk to… • Instruct • Check for understanding • Discipline • Formatively Assess • Prompt students • Complete tasks or assignments • Use strategies • Encourage meta-cognition: articulate thoughts and reflect • Model • Procedures or task • Ways to use for reasoning • Help students see learning is a trajectory Mercer (2008) ; Marazano (2009); Cazden (2001);

7. IRE: most common form of classroom discussion • Initiation Teacher: What is the setting of this story? • Response Student: it takes place on a farm • Evaluation Teacher: Yes, on a farm

8. “When students are given opportunities to contribute to classroom dialog in extended and varied ways, they can explore the limits of their own understanding. At the same time they practice new ways of using language as a tool for constructing knowledge” (Mercer, 2012)

9. Dialogic Teaching Uses talk as the medium for instruction Ongoing talk between teacher and students – not just teacher presentation Elicits students’ thinking and perspectives Engages students at the point of their developing ideas Scaffolds new learning

10. Dialogic Instruction Treats learning as a social, communicative process Teaches sense-making and problem solving Use question and answer sequences to guide understandings – not just to test knowledge

11. Transcript Ms. Long 2ndgrade Reading Wizard of Oz

12. Through Exploratory Talk, Students • Jointly construct new generalizations or understandings (co-construction) • Appropriate successful problem solving strategies and meaning-making skills from one another (communities of practice) • Participate in external dialog that promotes internal talk and independent habits • Mercer & Littelton 2007; Lavre & Wanger 2004)

13. “Mothers or carers who have an “elaborative” conversational style have children with more organised and detailed memories... Mothers who...seldom use elaboration and evaluation, have children who recall less about the past. Longitudinal studies have shown that it is the experience of verbalising events at the time that they occur that is critical for long-term retention.” (Goswami and Bryant,2007, p. 8)

14. Teacher moves during dialogic instruction Elicit Repeat Rephrase Repeat and extend Prompt for deeper thinking Summarize Wilkinson & Soter, 2009; Wolf, Crossen & Resnick, 2005; Mercer 2012; Maloch 2008

15. Transcript #2

16. Dialogic Instruction: Choice Words Peter Johnson and Carol Dweck • Fixed and growth mindsets • Words shape students’ learning, sense of self • Attribute accomplishments and thinking to students • I like the way you figured that out • Identity • Writers – take out your writing notebooks • Agency • How might you figure that out? • Damaging “but” and power of “if” • If you were to rearrange these ideas, it might help the reader

17. Video

18. Thank Youhttp://dialogicliteracyinstruction.wikispaces.comDenise BeutelHighland Park ISD