EDUC341 Lecture 1: February 18th
18 Feb 2019
School
Department
Course
Professor
Using Discourse Moves to Support Student Talk
● Identifying goals for different types of conversation
○ Activating and eliciting students’ ideas about a science phenomenon
■ Goal is to draw out students’ beginning understanding, most often at
beginning of lesson
■ Happens after video, showing an image, doing a demo, or relating a
puzzling story to students
■ Example questions to start with:
● What do you see happening here?
● How do you think this happened?
○ Helping students make sense of new observations, information, and data
■ Goal is to help students recognize patterns in data or observations,
critique the quality of data or propose why these patterns exist
■ Happen frequently throughout the unit and would correlate to a science
activity
■ Example questions:
● What patterns do you see here?
● What is going on here?
○ Connecting ideas with big scientific ideas
■ Goal is to apply what is learned to a big phenomenon
■ Students are not trying to explain the outcome, but rather relate what they
learned
○ Pressing students for evidence based explanations
■ Goal is to help students create an explanation using multiple forms of
evidence
■ Happens at middle or end of a unit
● Lower cognitive demand questions
○ Focus on memorization, recall, listing/describing things, or procedural tasks
○ Have a right answer
○ Use these occasionally but be sure to ask follow up questions
○ Ex
■ Which organs of the digestive system break down food chemically?
■ Name the parts of the water cycle
Document Summary
Activating and eliciting students" ideas about a science phenomenon. Goal is to draw out students" beginning understanding, most often at beginning of lesson. Happens after video, showing an image, doing a demo, or relating a puzzling story to students. Helping students make sense of new observations, information, and data. Goal is to help students recognize patterns in data or observations, critique the quality of data or propose why these patterns exist. Happen frequently throughout the unit and would correlate to a science activity. Goal is to apply what is learned to a big phenomenon. Students are not trying to explain the outcome, but rather relate what they learned. Goal is to help students create an explanation using multiple forms of evidence. Happens at middle or end of a unit. Focus on memorization, recall, listing/describing things, or procedural tasks. Use these occasionally but be sure to ask follow up questions. Name the parts of the water cycle.
