Deliberative Discourse Enacted: Task, Text, and Talk

Active-Learning Processes Used in US Pharmacy Education

“…While this list was certainly not all-inclusive, it included some of the most prevalent strategies used in pharmacy and science education. Audience response system / clickers Use of remote control devices by students to anonymously respond to multiple-choice questions posed by the instructor 39 ; can be integrated into traditional lectures, often termed ''active lecture'' 40 Discussion-based learning, including deliberative discussion Use of communication among learners (both synchronous and asynchronous) as a teaching modality; can be used with other strategies such as case studies 41,42 Interactive-spaced education Use of repetition of content at spaced intervals combined with testing of that content; developed and used heavily within the context of medical education 43,44 Interactive Web-based learning Use of web-based modules to deliver content and assess student understanding in an interactive format 45 Patient simulation Use of human patient simulators in a laboratory environment to teach providers to respond to a variety of physiological emergencies and situations 35 POGIL/ discovery learning Use of exercises specifically designed to lead teams of students through the stages of exploring data, developing concepts based on that data, and applying the concepts 37 PBL, including case-based learning) Use of cases or problem sets meant to be explored in self-managed teams of students (with a facilitator); PBL sessions precede any discussion of content by instructor 37 Team-based learning Use of small student groups to facilitate discussion, case study exploration, or other aspects of content; preparation required in advance and content integrated throughout the class by the facilitator (expert) 46 Traditional laboratory experiences Use of traditional laboratory and benchtop experiences to provide hands-on learning experiences…”

Tracing ideologies of learning in group talk and their impediments to collaboration

“…Another subset of studies explicates the features of talk that render it collaborative and thus more productive in terms of learning and equity. These studies often refer to 'exploratory talk', a particularly productive subtype of group talk marked by: 1) co-construction of ideas (e.g., Howe, 2009;Rafal, 1996;Storch, 2001); 2) constructive disagreement (e.g., Barnes, 1976;Connolly & Smith, 2002;Cook-Gumperz & Szymanski, 2001;Corden, 2001); and 3) negotiation of ideas (e.g., Brice, 2002;Long & Porter, 1985;Mercer, 1996). A related thread of research has focused on teachers' role in shaping group talk via scaffolding (Gillies & Kahn, 2009;Kramer-Dahl, Teo, & Chia, 2007;Sharpe, 2008;Webb et al, 2009), explicit instruction (Christie, Tolmie, Thurston, Howe, & Topping, 2009;Gillies, 2010;Mercer, Dawes, Wegerif, & Sams, 2004;Szymanski, 2003), and fostering social support amongst peers (Blatchford, Kutnick, Baines, & Galton, 2003;Dale, 1994;Edwards, 2005).…”

Generating Dynamic Democratic Discussions: An Analysis of Teaching With U.S. Presidential Debates

“…Perhaps as a result of these challenges, educators tend to dedicate relatively little classroom time to discussion, and these brief experiences are often unsupportive of students' conceptual exploration (Nystrand, 1997). Some hopeful research, however, indicates that discussions can be more sustained and dynamic when educators foster an open environment where new ideas can freely be shared (Brice, 2002;Godfrey & Grayman 2014), when students are regularly invited to respond to one another's comments and ask authentic questions (Nystrand, Wu, Gamoran, Zeiser, & Long 2003), and during instruction with purposeful goals and exchanges of ideas (Parker 2001). Indeed, there is evidence that even teachers accustomed to more traditional recitation pedagogies can learn to develop such a "dialogic stance" (Wells & Arauz 2006) -and that with appropriate scaffolding, students can adopt more democratic discourse (Flynn, 2009).…”