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Communicating Ocean Sciences

Session 9: Promoting Discussion

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Session 9 objectivesLearn: The “wait time” technique The importance of hand raising and other response

techniques The technique of asking “safe” questions to get everyone

involved Ways of dealing with incorrect information Asking broad questions requires acknowledgement of all

responses Asking focused questions requires a response from the

teacher to summarize or close the interaction How to frame responses to answers to a broad question and

how to focus overly broad questions

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Prompts for questioning

Timing of Teacher responses Strategies for involving everyone in the

discussion Types of Teacher responses to the

Student responses Types of questions asked by Teacher How Students respond to Teacher

questions

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Use of wait time:

After a three-second wait, more students will be ready to contribute to a discussion. Students also tend to respond with whole sentences and complete thoughts if they have more time to compose an answer. Overuse of wait time diminishes this effect.

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Use of hand raising:

A teacher cannot utilize wait time without a way to control the discussion and ensure whole group participation. It’s very important, when asking a question for a group, that the teacher makes it clear how the students are expected to respond: raising their hands, calling out, using hand signals, etc.

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Encouraging the reluctant-to-speak student:To build confidence, ask “safe” questions that you know they can easily answer.

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Responding to broad questions:Broad questions require accepting responses and should bring about further thought and interaction.

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Effects of accepting responses: Create a safe climate for a variety of

responses Allow students to be responsible for

deciding what to do for themselves, take risks, and learn consequences of their actions

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Focused questions:

Always require a response from the teacher that is in the from of either “informing” or “praising” the student. The teacher’s response usually either summarizes or closes the episode.

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Praising or informing responses:

A praising or informing response to a broad question such as, “that’s right” or “no, that’s wrong,” may bring about confusion, and students may stop talking.

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Overly broad questions:

If a question is too broad, students may not respond at all, or may do so in very vague terms. A teacher may need to ask a more focused question to shift students toward more specific answers.

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Student Answers

Discuss in your group how you might respond to the following student responses to the question: “What can you tell me about things that float without using tricks?” “Spoons float.” “The moculas they’re moving. But then they stop. And

when they stop, it floats.” “Light things float.” “Things that are less dense than water float.” “My uncle has a boat. And when we go fishing, we catch

lotsa fish, but my brother doesn’t like to fish, ‘cause he thinks they’re gross.”

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Accepting ResponsesResponding to Broad Questions

Broad questions require accepting responses and should bring about further thought and interaction.

Passive AcceptanceA response that does not indicate agreement or disagreement with the student’s answer. Allows the teacher to acknowledge the contribution made by the student. Can be useful to use when a student gives a convoluted answer, and the teacher wants to encourage continued discussion.

Examples: "Could be." or “Interesting idea.”

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Accepting ResponsesResponding to Broad Questions

Broad questions require accepting responses and should bring about further thought and interaction.

Active AcceptanceRestating the student’s answer in a way that shows understanding. Lets the student know that the idea has been received and understood, also helps clarify student statements.

Example: "So Sara is saying that the wood floats."

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Accepting ResponsesResponding to Broad Questions

Broad questions require accepting responses and should bring about further thought and interaction.

Empathic AcceptanceTeacher attempts to explain the reasoning behind the student’s answer. Lets the student know the teacher understands what they’re saying as well as the evidence (or the emotion) behind it.

Example: “Oh I see why you think that all metals stick to magnets, because look at all these metal objects—they all stick.”

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Accepting ResponsesResponding to Focused Questions

Focused questions require a response from the teacher that either informs or praises the student. The teacher’s response usually summarizes or ends the interaction.

Informing responsesTeacher provides information about whether the student has responded correctly. It serves to confirm or re-direct the student’s response.

Example: “That’s right, it is a liquid.” or “That’s partly right, except for…”

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Accepting ResponsesResponding to Focused Questions

Focused questions require a response from the teacher that either informs or praises the student. The teacher’s response usually summarizes or ends the interaction.

Praising responsesTeacher acknowledges a correct answer and congratulates the student. Encourages the student.

Example: “ Good job!”

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Dealing with wrong answers:

Suggest re-testing to confirm results

Guide the group to discover more evidence by teaching subsequent lesson

Give an empathic response or Ask for the evidence for their

response

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Oil on the Beach

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If you had the opportunity to help clean up an oil spill, what would you use?

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Quick write

Which item would you most highly recommend to scientists to use when cleaning up an oil spill?

Which item would you definitely NOT recommend?

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Group discussion

What can we do to prevent oil spills from happening in the first place?

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Strategy Checklist: Group attention-getting techniques Student response strategies:

• Hand raising• Hand signals• Tell a neighbor• Partner discussion, then large group discussion• Quick-write assignment

Materials management strategies Explanation of procedures Positive learning environment Strategies for dealing with disagreement Teacher responses to student responses:

• Passive• Active• Empathic

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Strategy Checklist: Learning Cycle

• Invitation• Exploration• Concept Introduction • Application

--------------------------------- Wait time Finding out what students think Checking for understanding Discussion away from distracting materials Appropriate broad and narrow questions (jot down some

examples) Activities provide opportunities to discover concepts Opportunities to see conflict in ideas