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Teachers are doing most of the talking

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Yoz Sci!

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Mr Tay
Tong Hai
Mr hum
Jeremiah
Wei Ling
Chia Ying
Hanani

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1) Balance between teachers and students
2) Yes, students were actively participating
3) Yes, questions were open-ended and prompted different responses
e.g. Why are people coming late to school?
4) A: I sleep late thus I cannot wake up early
T: Why don't you sleep early?
A: Sleep during the day
T: Why do you do that?
A: Very tired after school

Teacher probes and requires student to elaborate on answer.
5) Teacher asks for other students' comment based on what Student A said.
E.g. What do you suggest for student A to come early for school?
(to student C) Do you think her suggestion work?

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Kai Yueh
Eunice
William
Eric
Patrick

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Teachers

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Game Concept Approach (GCA) lesson for Floorball

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Game Concept Approach (GCA) lesson for Floorball

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1. Who talk most?
Still the teacher. But the amount of time students spent responding has increased.

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1) Who did most of the talking?
Most of the time, teachers do most of the talking. Especially since this is the exam period. In the process of probing we also tend to talk more because of that. Students tend to be reluctant to share, and at times it is more productive for them to write rather than talking.

"Talk is cheap! When they write, they have to put in effort, and it tends to have more substance than some of what they say." - unnamed year-head, 2017

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Not all, the usual 'vocal' ones.
Unless there were directed questions to specific students.

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(1) Teachers did most of the talking. Teachers 60%, Students 40%

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(1) Teachers did most of the talking. Teachers 60%, Students 40%

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(2) Not all students are willing to contribute as they are not confident in solving their questions
(3) Yes. Example: How does coordinates look to you?
(4)  Yes, When we do not understand what the student is asking.
(5) Yes, Example: Do you agree ....

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Was there prompt questions for different responses?

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Was there prompt questions for different responses?

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For discussion questions (for example a open ended question like what is the impact of climate change) there were different responses.

Some of the students provided different responses when the students were not sure of the topic.

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Did the teacher build up on one another's contribution

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Did the teacher build up on one another's contribution

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There was and there will be...for example, when the question was on impact of climate change, one students answer can be used to build up on anothers' points.

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We did build up on the students' responses, but we had to bring them back to the objective of the topic.

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Elaine
Pathma
Pauline
Hui Ching
Shojia
Shahul

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Q1. Students did 60% of the talking. (Antony)

Q2. No. Students are afraid to give the wrong answer. Mental model is that teachers looking for the right and only answer. Teenagers want to look good and not to show their ignorance. Students who are good do not want to be deemed by others as nerds.

Q3. What are the factors affecting Pressure? [Rita]
What does the proton number tells us. [A]
What is the difference between distance and displacement. [KP]
What is vacuum and how is vacuum created. [CM]
What are the parts of the ear [SSY]

Q4. What is meant by Area? Is it surface area or contact area? [Rita]
Q5.

Were

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2. Students were willing to contribute, however, there might be a few students who are especially keen to answer.
3. Questions were asked to elicit student responses, and from there check for understanding.
4. Yes.
5. Not frequent. We might ask students for possible improvement/enhancement or if they agree/disagree with the answer given. Sometimes used in situations when the student cannot understand the teacher repeatedly, and invite another student to explain to the student instead.

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Students willingly contributed but they had to be given more time for thinking

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We find that the teachers

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Teacher might talk more at the start, but more students start to speak up and feel interested to participate in the discuss as the lesson progresses.

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This depends on class profile. Some students are more comfortable about being passive learners.

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Yes, we tried to use open ended questions instead of Yes/No-response question.
Nonetheless, we needed to use a lot of guiding (re-voice, restate) questions in the discussion of the open-ended questions to keep students on track.

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2) Were all the students willing to contribute?

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2) Were all the students willing to contribute?

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Lower sec tends to be more willing to share and contribute, but not so much for the upper sec. Even then, there will still be some who are reluctant and reserved. In some situations, this could be a result of the teasing and laughing that may occur during the sharing.

Sometimes, the ones who are most willing to share are the more talkative ones, who sometimes share irrelevant things.

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1. Who did most of the of the talking?
50/50

2. Were the students willing to contribute?
Yes! They were not shy to contribute.

3. Was there prompt question?
Yes there were. Short prompt questions.

4. Were there built up questions?
Yes, however questions were very board and short-structured.

5. Did the teacher build up on one another's contribution?
Yes, teacher consolidated and elaborated on their responses.

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3. Questions asked for different response

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3. Questions asked for different response

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Seldom did we do it for this set of questions. Our intend was instruction and not divergent thinking.

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3) Did I ask questions that prompted different responses?

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3) Did I ask questions that prompted different responses?

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Yes.

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When a student answers on his approach (stress management), the teacher checked with another student if the approach works.

There was active dialogue between teacher and students. Teacher made use of words such as "Why do you say", " Can you tell me more", "So you feel that...Is it right?"

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4) Did I actively build on my students' responses, inviting them to elaborate, explain, speculate or justify their ideas?

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4) Did I actively build on my students' responses, inviting them to elaborate, explain, speculate or justify their ideas?

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Yes; by the nature of SS and History, we tend to automatically do this. However, we realize that while we do this by default, our choice of words does affect the responses that we can get.

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4. Invitation to explain, justify actions

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4. Invitation to explain, justify actions

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Yes, We did.

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We realised that when students understand the content vocab well, students are able to answer in proper sentences after that.

Lesson objective is same for 2 classes, but outcome is different.

The art teachers like to ask "why do you say that" and