Instructional Conversations by Karen Spear Ellinwood,

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Slide Notes

Instructional Conversations

Published on Dec 14, 2015

The concept of "instructional conversations" was introduced by Goldenberg (1990) and elaborated by Gallimore & Goldenberg as well as Gallimore and Tharpe (1992/93). Sherry & Billig (2008) have discussed this as a helpful way to approach the teacher/learner relationship in higher education settings. Instructional Conversations is a Socratic art form, not simply a question & answer session. "A simple request-respond dyad does not constitute a true conversation, though the research shows that it is currently the most frequent type of conversation that occurs in both classrooms today," (Sherry & Billig, 2008, 2). Find out how you could use this approach in your teaching.

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PRESENTATION OUTLINE

Instructional Conversations

Karen Spear Ellinwood, PhD, JD, EdS

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Instructional Conversations

have 2 key components

Instructional Elements, and...

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Conversational Elements

Instructional Elements

focus on dynamics of teaching and learning

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We help students connect these themes with

what they know and can do

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DIRECT TEACHING

prn

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When necessary, we provide direct instruction or support for direct learning to ensure all learners have the requisite knowledge to actively participate

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* We PROMOTE more Complex Discourse...

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We Encourage Students to do

More of the Talking and Thinking Outloud

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We encourage application of appropriate academic & clinical terminology

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* We emphasize and ELICIT REASONING

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The aim is to make thinking visible to promote self-awareness and diversity of perspectives and ideas

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We ask learners WHY & HOW

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We encourage learners to ask WHY & HOW

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Conversational Elements

focus on dynamics of inquiry and interaction

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"Known-answer" Questions

*We ask fewer

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rote learning and memorization

Known answer questions promote

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Establish Baseline Knowledge

Sometimes we ask Known Answer Questions to

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discussion, exploration and critical thinking

We ask questions to promote

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Community of Inquiry!

Our true aim is to create a

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* We are RESPONSIVE

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* We CONNECT to the Ongoing Discourse of Learning...

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...helping learners to build on what they've learned or experienced

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* We CREATE a Challenging

& Non-threatening Climate

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* We ENCOURAGE Broad Participation...

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* We Draw out the wallflowers

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Remember

Inquiry should be fun

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Effective Inquiry

Activates Curiosity

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References

Goldenberg, C. N. (1992/93). Instructional conversations: Promoting comprehension through discussion. Reading Teacher, 46(4), 316–326.

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References

Gallimore, R. & Tharp, R. (1990). Teaching mind in society (pp. 175-205). In L. Moll (Ed.). Vygotsky and education: Instructional implications and social applications of sociohistorical psychology. New York: Cambridge University Press.

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References

Gallimore, R., Goldenberg, C., & Weisner, T. (1993). The social construction and subjective reality of activity settings: Implications for community psychology. American Journal of Community Psychology, 21(4), 537–559.

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