ERIC Number: EJ1045442
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 1
Talking to Learn
City, Elizabeth A.
Educational Leadership, v72 n3 p10-16 Nov 2014
Why should teachers bother with student-driven discussions? Elizabeth A. City offers three reasons: (1) talking and thinking reinforce each other; (2) dialogue is a necessary skill of democracy, so schools should teach thinking, speaking, and listening as "practices of freedom"; and (3) student-driven talk is fun. Yet student-driven discussion is rare in schools, partly because other priorities get in the way and partly because both teachers and students often feel more comfortable in traditional roles. City offers ideas for making classroom discussions more student-driven by balancing safety, challenge, authentic participation, and ownership. For example, she recommends having learners pair up to talk with a partner before whole-class sharing; using tests to provide common ground for the discussion; and reflecting on process to help students improve their discussion skills.
Descriptors: Student Participation, Discussion (Teaching Technique), Student Teachers, Teaching Methods, Learner Controlled Instruction
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A