Guided Construction of Knowledge in the Classroom

1. Guided Construction of Knowledge in the Classroom The Troika of Talk, Tasks and Tools Richard Sohmer, Sara Michaels, M.C. O’Connor and Lauren Resnick

2. The common thread in these cases is the use of discourse-intensive pedagogical practices combining rigorous tasks with carefully orchestrated, teacher-led discussion. Accountable Talk Accountable Talk is talk that seriously responds to and further develops what others in the class have said. Accountable Talk uses evidence appropriate to the discipline (e.g., proofs in mathematics, data from investiga­tions in science, textual references in literature, documentary sources in history) and follows established norms of good reasoning.

3. • Accountable to the learning community: This is talk that attends seriously to and builds on the ideas of others; participants listen to and learn from each other, grappling with ideas together. • Accountable to knowledge: This is talk that is explicitly based on a body of knowledge that is public or accessible to the group as a whole. Speakers make an effort to get their facts right and make explicit the evidence behind their claims or explanations. • Accountable to rigorous thinking: This is talk that emphasizes logical connections and the drawing of reasonable conclusions. It is talk that involves explanation and selfcorrection.

4. צריכים להתקיים שני תנאים: • למורה צריך שיהיו כישורים להשתמש בשיח בתבונה, להבין את כוחו של שיח ולנצח על השיח באופן שיהה פרודוקטיבי • יש צורך המשימות מוקפדות היטב כדי שיוכלו לנהל עליהן שיח מסוג זה.

5. Talk Moves A talk move is a turn at talk that (1) responds to what has gone before (2) adds to the ongoing discourse; (3) anticipates or ‘sets up’ what will come next. מהלכים בשיחה קשורים קשר חזק ביותר לתוכן השיח ומשפיעים על טיבו.

6. הרעיון Talk Moves המאזין הדובר על סמך מחקרים בהם נחקרו מורים שהיו יעילים ביותר בניצול שיח לקידום למידה הגדירו קבוצת מהלכי שיח שניתן לנצלם לטיפוח שיח פרודוקטיבי אקדמי:

7. Talk Move Action Description Revoicing Restate These talk moves enact (or operationalize) accountability to community, knowledge and reasoning, sometimes in a single move. Apply Prompting Provide evidence Challenging Wait time

8. This is especially helpful in the analysis of teachers’ orchestration of group discussion. These ideas let us explicate how larger speech activ­ities are actually built up through utterance sequences.

9. Initiation–Response–Evaluation pattern (IRE). Teacher: What’s the capital of Michigan? student: Um . . . I think, Detroit. No, wait, I know that’s the biggest city, but I think the capital is um . . . [someone whispers ‘Lansing’] oh yeah, Lansing, so I guess it’s not always the biggest city in the state. Teacher: That’s right. It’s Lansing. Good. • נבדוק דוגמה של אינטראקצית מורה תלמיד נוסח IRE לעומת ........ Teacher: What’s the capital of Michigan? Student: Um . . . I think, Detroit. No, wait, I know that’s the biggest city, but I think the capital is um . . . [someone whispers ‘Lansing’] oh yeah, Lansing, so I guess it’s not always the biggest city in the state. Teacher: So, are you saying that the capital of a state isn’t necessarily the biggest or most well-known city? student: Yeah, like in some cases . . . [student continues]

10. Talk Format מה תפקיד המורה בכל אחד מהמצבים? Recitation דקלום Stop-and-talk שיח כיתתי או בקבוצה קטנה explicate their reasoning in a formal manner Student presentation and group critiqueפרזנטציה וביקורת של הקבוצה Whole-group ‘position-driven’ discussion PDD

11. which build on students’ embodied experience and highly developed physical intuitions but pose intriguing and non-obvious questions (Liem 1987; Arons 1997) ‘If I pump the yellow volleyball with 10 pumps of air (with a bicycle pump), will it weigh more, less, or stay the same?

12. How do position-driven discussions guide knowledge construction? • מקדמת השתתפות פעילה של הלומדים לפני "ידע מושלם" של הנושא הנלמד. • מצופה מכל תלמיד להביע עמדה- מותר בהחלט להצטרף לעמדת האחר. • תפקיד המורה- לסייע לתלמיד להבהיר ולנסח במפורש את עמדתו. provides opportunity and support for students to listen to one another, build on one another’s ideas, and take on new ‘ways with words.’ Position-driven discussions combine academic rigor with an enjoyable, game-like character.

13. מה נדרוש ממטלה "טובה"? Tasks with high-level cognitive demands are characterized by multiple entry points, solution strategies and interpretive claims. multiple representations and opportunities to form connections between different ideas or representations (Hiebert et al. 1997).

14. Identify the learners Identify the best tool The Role of Carefully-Designed Cognitive Tools Deliver the best tools to the learners

15. הסיבות לאי-הצלחה • the problem of oppositional Discourses (Gee 1992); • emphasis on algorithms instead of conceptual understanding; • premature focus on the most-decontextualized tool versus useful representation (s) of a canonical tool; • failure to acknowledge and deal with naive conceptions

16. המאפיינים לכלי מעוצב "מוצלח"CDCT • הוא מייצג היטב את הכלי המדעי הקנוני • מובן מיידית • מאפשר לתלמידים לאושש או להפריך השערה במהירות

17. דוגמה סיפור 2

18. Storyteller: What if the air-puppies start out the same on both sides, but then a door opens on the right side of the wall. What will happen?

20. Daheesha selects the spud-gun as the air-pressure demo she’s going to explain. Daheesha explains the spud-and the teacher asks students for comments

22. What Caused Daheesha to Shift to Other Forms of Explanation? But it is the teacher, in the background, who has established the norms for the activity, and the criteria for a good explanation. And it is the teacher, who has provided the air-puppies tool to the students, and guided them (using Accounta­ble Talk) in its use. There is much to learn about how talk, tasks and tools work in concert. We see the analysis of the Investigators Club as a first step in examining the component pieces, which, although analytically separable, are inextricably linked in the prac­tice and process of guided knowledge construction.