The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning

Gillies, Robyn M.; Khan, Asaduzzaman

doi:10.1016/j.ijer.2008.06.001

Cited by 71 publications

(51 citation statements)

References 38 publications

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“…Indeed, it was in these two incidents that the activity seemed to 'work' and the groups successfully reached agreement on how the task could be completed. These kinds of observations have led educational theorists to note effective help-seeking behaviors (Gillies and Kahn 2008). Webb and Mastergeorge (2003), for example, suggest that asking precise questions and persisting in seeking help are important for promoting learning during dialogic exchanges and that it is essential for teachers to give students opportunities to apply explanations that are received.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers might try to ascertain the nature of shared communications before they enter into them. We recognize this could be difficult given that by simply being present, teachers both communicate and inflluence communication; nonetheless, we would contend that with experience gauging elements of dialogue such as the quality and quantity of questions being asked (see Gillies and Kahn 2008) could help teachers to intervene more sensitively. They might attempt to see whether group members are other-oriented, and if not, endeavor to find out why.…”

Section: Discussionmentioning

confidence: 99%

“…In this paper, we propose that despite: (1) the widespread use of group work in HPE; (2) significant discussion surrounding HPE models that utilize group strategies; and (3) an extensive corpus of literature that deals with group work beyond the field of HPE (Slavin 1996;Johnson and Johnson 2003;Webb and Mastergeorge, 2003;Gillies and Kahn 2008;Gillies and Haynes 2011) group learning has received relatively little theoretical attention within HPE. As Ward and Lee (2005) contend, 'the rationale for the use of peers to facilitate learning among students has not been as theoretically grounded as it has been practical' (220).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Barker

Quennerstedt

Annerstedt

2013

Physical Education and Sport Pedagogy

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Background: Group work is often used in Physical Education (and Health -HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE. Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert -novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement. Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities. Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wideangled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task. Data analysis: Analysis of the data focused on two kinds of incidents. The first comprised a sequence in which two or more students were interacting to complete a task which they could not immediately do and were engaged in collective signification by talking about or doing the activity in mutually compatible ways. These conditions were sufficient in our view to signal the creation of a ZPD. The second kind of incident fulfilled the first criteria but not the second -i.e. the students were interacting but not in mutually compatible ways. Findings: A post-Vygotskian interpretation of three group work sequences draws attention to: (i) the flexible and fluid nature of 'expertness' as it exists within groups; (ii) the unpredictable nature of member interactions and (iii) the challenging role that teachers occupy while trying to facilitate group work. Conclusion: Such an interpretation contributes to a growing understanding of group work and helps HPE practitioners to make the most of a teaching strategy which is already used widely in schools.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Barker

Quennerstedt

Annerstedt

2013

Physical Education and Sport Pedagogy

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“…In doing so, we acknowledge that there are a number of important dialogic features identified in research with older children which reflect important features of elaborative style or reminiscing. This includes open questions (Albanese and Antoniotti 1997), reformulations and elaborations in teacher talk (Cullen 2002;Gillies and Khan 2008;Lee 2007;Roediger and Pyc 2012), affirming or repeating a child's utterance to incorporate it into a shared discourse (Cullen 1998;2002), and the use of memory-rich language (Coffman et al 2008;Grammer et al 2013). However, as mentioned previously, our focus is exclusively on the 0 to 5 age range, where reminiscing and elaborative style in parent-child interactions has demonstrated positive impact on children's outcomes.…”

Section: Research On Educator-child Dialog In Early Childhood Settingsmentioning

confidence: 99%

A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

Neale

Pino-Pasternak

2016

Educ Psychol Rev

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The importance of parent-child reminiscing for young children's social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator-child reminiscing in these contexts. Furthermore, existing research into educator-child interaction in the early years has focused on the identification and categorization of explicit learning episodes, neglecting the potential significance of implicit learning and limiting our understanding of the dialogic mechanisms underpinning developmental change. Through a systematic review of evidence pertaining to the parent-child reminiscing literature and that of dialogic practices in early childhood, this paper argues that research into the role of reminiscing in early childhood settings, combined with the wider application of formalized, micro-level approaches to analyzing educator-child conversations, is needed to broaden our understanding of early child development and effective early childhood provision. We conclude by proposing a research agenda to investigate reminiscing and elaborative styles in early childhood settings which consists of three strands: description and taxonomy; individual differences; and links to child outcomes.

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“…Gillies and Khan (2008) taught primary school teachers specific communication skills to challenge students' cognitive and metacognitive thinking during cooperative learning. These teachers received additional information on how to promote discussion during their small-group activities.…”

Section: Introductionmentioning

confidence: 99%

Students discussing their mathematical ideas: the role of the teacher

Pijls¹,

Dekker

2011

Math Ed Res J

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This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of the teachers chose to experiment with another setting to perform mathematical tasks that involved students working together on a group test. The second teacher experimented with a new kind of help when students were working on their maths tasks and asked for assistance. The third created a new setting in which the teacher (temporarily) did not provide mathematical hints and the students had to solve their own problems. The three teachers were very motivated, but they all had difficulties in not giving explanations themselves when supporting their students in their collaborative mathematical learning. They found that temporarily diminishing their product help stimulated discussion between students. It also became clear that the process of teacher reflection and follow-up discussions with the researcher/observers promoted changes of practice.

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The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning

Cited by 71 publications

References 38 publications

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

Students discussing their mathematical ideas: the role of the teacher

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