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to counteract the need for teacher authority

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to counteract the need for teacher authority

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To gamify it, rules are:
1) Only ask questions using these qn starters (classmate to answer only if question is asked this way!)
2) Teacher can only talk 5 times in the 30min discussion (allows teacher to step in, when students agree it is necessary to steer the discussion)

While it could be unnatural, important to get students to consider thoroughly its value in making them conscious about how they speak in the classroom.

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some ideas to add...
1. Teacher to use the cards when engaging with students (teacher modelling)
2. Showcase a group of students using the cards - this can motivate other students who are sceptical or dismissive (i dont need cards to teach me how to speak...) / and have the rest deconstruct it a little, how useful was it for them? how else can they use the cards better? is it ok to move away from some of the sample questions but keep to the qn intent?
Wonder if these could also help us to kickstart using this set of cards to build a routine for thinking and speaking in e GP classroom...

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under elaborated answer, uninterested students

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some tend to speak more than others

vocal students can be reactive and too quick to shoot each other down/defend their own ideas

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Students not being comfortable with not having a definitive answer / landing point in the lesson.

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Discussions sometimes end up going nowhere/ not as constructive as it could have , which has a spiral effect on subsequent dialogic classrooms (students think this kind of conversation is a waste of time and stop participating)

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Students may not be asking probing questions and maybe ask very basic and simplistic questions. Linked to metacognition as well. How do you  level them up?

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Students may not be asking probing questions and maybe ask very basic and simplistic questions. Linked to metacognition as well. How do you  level them up?

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Student-let would imply that students will decide which direction the lesson is to move towards, with some previous questioning and prompting by teachers

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One-word or two-word answers...

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Students are not willing to take ownership perhaps out of fear; might feel stuck; not used to it and prefer traditional spoonfeeding

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Students digressing

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proactive conversations
students asking each other questions and responding to them as they try to understand and connect ideas

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Expansion of the discussion from one concept, branching to other related concepts  - surfacing relationships and tensions.

Generating more questions and necessarily arriving at answers. Students are comfortable with this, rather than necessarily having a fixed landing point to the lesson.

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Students not speaking up for fear of saying the wrong thing.

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Students not speaking up for fear of saying the wrong thing.

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students are not always willing to speak up and even if we encourage it and reinforce it, some may simply be uncomfortable

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Student asking a question that triggers discussion from others.

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Lack stamina to carry on the conversation, get distracted. the conversation dies down. boredom.

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Students do not know enough to build on each other's response.

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Managed chaos

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Students take control in determining the flow and nature of the discussion instead of merely responding to the teacher's questions

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Students taking initiative to lead the conversations; able to make relationships and connections

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Extroverted students seem to gain more out of it

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Extroverted students seem to gain more out of it

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Introverted ones struggle

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Students engaging in a back and forth - where they build on and respond to each others ideas organically

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1. Given opportunity to bring up topic and issues for discussion
2. Teacher will make final choice
3. Student empowered to lead, teacher to facilitate & ensure turn-taking etc.

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Students tend to want to be spoonfed and may not speak up for fear of being judged by their peers or giving a less than perfect answer

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Students tend to want to be spoonfed and may not speak up for fear of being judged by their peers or giving a less than perfect answer

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Lots of student conversation
Ss asking each other question
Co-creating knowledge