This dimension focuses on the teacher’s role in structuring and extending classroom discussions by providing insightful responses to student ideas that help the students explore their ideas more deeply and thoughtfully, as well as the teacher’s role in providing feedback during class discussions. Research indicates that students who ask and respond to probing questions think more deeply about their learning and that teachers can use probing questions to frame follow-up questions that shape the further
exploration of concepts and understanding at deeper levels.
Students should be provided with opportunities to develop ideas and an understanding of the content. This dimension is specific to more informal feedback that often occurs in real time during a lesson.
Download the full PDF of the Extending Thinking During Discourse section or preview the images below.
Links We Like:
- Oracy in the Classroom: Strategies for Effective Talk
- Student Discourse
- day 158- “partners sustain and extend mathematical discourse independently”
- Improving Participation with Talk Moves
- More Talking in Math Class, Please
- Higher Order Questions: A Path to Deeper Learning
- Talk Moves: Developing Communication Skills
- Extending English-language learners’ classroom interactions
- How Rich Is Your Classroom Discourse?
- Talking Math: How to Engage Students in Mathematical Discourse
- Student Discourse, ACPS
- Increasing Student Participation
- Why are Academic Discussions So Important for our ELLs?
- Developing a Classroom Culture That Supports a Problem-solving Approach to Mathematics