Fostering Noticing of Classroom Discussion Features through Analysis of Contrasting Cases
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| Title: | Fostering Noticing of Classroom Discussion Features through Analysis of Contrasting Cases |
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| Language: | English |
| Authors: | Kristen P. Blair (ORCID |
| Source: | Instructional Science: An International Journal of the Learning Sciences. 2024 52(3):417-452. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Classroom Communication, Beginning Teachers, Observation, Preservice Teachers, Undergraduate Students, Methods Courses, Case Method (Teaching Technique), Vignettes, Student Centered Learning, Instructional Design, Preservice Teacher Education |
| DOI: | 10.1007/s11251-024-09661-z |
| ISSN: | 0020-4277 1573-1952 |
| Abstract: | Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher's ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424400 |
| Database: | ERIC |
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| Abstract: | Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher's ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice. |
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| ISSN: | 0020-4277 1573-1952 |
| DOI: | 10.1007/s11251-024-09661-z |
