Post-16 English Teaching: From recitation to discussion

Abstract

A BSTR ACTIn an earlier study of the discourse styles of 10 teachers of post-16 E nglish from the northeast of Englan d it was found that teacher-led recitation dominated the classroom discourse thereby imposing linguistic and cognitive constraints on the students. In a follow-up study, four of the teachers were coached in the use of strategies designed to break the recitation script in order to promote wider communicative and more cognitively demandin g options for the students. The ® nding s of the current study support the use of such strategies as a means of developing the quality of classroom discourse in post-16 English teaching. The need for more extensive research into teacher/student interaction is considered, together with the need for rigorou s measures of quality.

Discussion in Postsecondary Classrooms

“…It may be, however, as Hardman and Mroz (1999) suggest, that what counts for discussion in many (perhaps most) of postsecondary classrooms is merely recitation as in the case of Guetzkow et al (1954) who described discussion as a place "where students feel free to expose their misconceptions so they can be corrected " (p. 196). Studies employing discussions restricted to very brief exchanges (e.g., Harton et al, 2002;Windschitl, 1999) that limit students' opportunities to extend or develop topics also fail to meet Dillon's criteria for discussion.…”

“…Similarly, in a study of discussion in a third-year medical course, Foster (1981) found that nearly 75% of student talk during discussions was at the lowest cognitive level while only 2% was at the highest cognitive levels. More recently, in separate studies, Wedman, Smith, and Jared (1994) and Hardman and Mroz (1999) concluded that much of what is taken for discussion in postsecondary classrooms is nothing more than recitation. As Benzing and Christ (1997) observed, it may be that "instructors believe that lecture punctuated by instructor or student questions is a participatory technique" (p 185).…”

“…First, the effective use of discussion in postsecondary settings demands that faculty learn how to orchestrate discussions effectively which requires that they have a clear idea of what productive discussions look like to begin with (Garside, 1996;Hardman & Mroz, 1999;Nunn, 1996). Hardman and Mroz (1999) found that, with support, postsecondary teachers could learn "recitation-breaking" strategies that lead to interactions that take on the characteristics of genuine discussions as described by Dillon (1994).…”

“…The researchers offered no objective measure of "participation," however. Hardman and Mroz (1999) worked with four college instructors to implement "recitation-breaking" strategies designed to facilitate interactive discussions. These teachers were able to create "space in the [classroom] discourse for the students to elaborate on their ideas" (p. 290) that, the researchers concluded, led to higher levels of student participation.…”

“…Rocca (2010), for example, observes that discussion may promote learning in postsecondary classrooms by actively involving students in the college learning experience. Hardman and Mroz (1999) conclude that discussion gives students a means to draw on the knowledge and experience that they bring to their courses giving them more responsibility for and control over their learning. In general, many postsecondary educators view discussion as an alternative to lecture that is seen as encouraging passive acceptance of factual information rather than deep engagement with ideas (Steen, Bader, & Kubrin, 1999;Windschitl, 1999).…”