What Do I Say Next? Using the Third Turn to Build Productive Instructional Discussions

Abstract

Research has strongly supported the role of classroom talk as a valuable teaching and learning tool. Carefully crafted teacher–student discussions that encourage broad student participation and knowledge building correlate with increased knowledge generation and higher academic achievement. To better understand classroom talk as an instructional lever, researchers have identified a number of teacher talk moves associated with increased student participation, critical reasoning, and improved comprehension of texts and content. In particular, when teachers make use of the third turn in their talk with students, they create opportunities for more productive student interactions with content and one another. This article examines how teachers use the third turn to orchestrate productive discussions, using examples based on content analysis of teacher–student discussions in classroom settings.

For concurrent enrollment, collaboration, not alignment, is the better story

“…Again, a few examples: during CE workshops in my program, high school instructors are eager for strategies that help promote engaged in-class discussion that value and hold space for ambiguity in literary text (McKenzie and Bender, 2021), but on-campus faculty are interested in the same – and everyone can find value in sharing what works for them or in reflecting on how their forms of questioning (Levine et al , 2022) and uptake (Ford-Connors and Robertson, 2017) in class either reinforce the teacher’s interpretive authority over the text or make space for student-driven inquiry. CE instructors are also interested in what forms of writing are required of students in Introduction to Literature, and in how much instruction of writing is built into the course.…”

Türkçe ders kitaplarındaki metni anlama sorularının eleştirel düşünme becerilerine göre incelenmesi

“…Öğrencileri eleştirel düşünmeye ve üst düzeylerde cevap vermeye teşvik edebilmek için öğretmenin sorduğu, öğrencinin cevapladığı ve öğretmenin doğru/yanlış diyerek basit düzeyde değerlendirmesiyle noktalanan geleneksel soru cevap etkinliklerinden (bilgiyi hatırlayarak cevap verilen ya da doğrudan bilgi isteyen sorular) kaçınmak gerekir. Bunun yerine verilen cevaplardan yola çıkarak öğrenciyi düşünmeye sevk edecek bir soru-cevap döngüsü oluşturabilecek açık uçlu sorulardan yararlanmak gerekir (Ford-Connors ve Robertson, 2017).…”

What happens when adolescents meet complex texts? Describing moments of scaffolding textual encounters

“…Case studies of specific secondary teachers who are outstanding interactional scaffolders are present in the literature (e.g. Athanases and de Oliveira, 2014;Ford-Connors and Robertson, 2017;Johnson, 2019;Lee, 1995), but research has not examined interactional scaffolding for adolescents' comprehension across multiple teachers. This gap suggests that secondary teachers are particularly underserved in learning how to navigate the range of possible interactions that arise as their students grapple with complex texts.…”