1. Online Workshop Teacher-student conversations that promote learning

2. Who will find this workshop useful? teachers AtoL facilitators syndicates / departments How to use this workshop: to update, review and/or reflect on teacher / student interactions in the classroom as a focus for in-school professional development to support in-depth AtoL programmes in schools

3. In this workshop you will:  explore the role that teacher-student and student-student conversations can play in promoting and enhancing learning  clarify the purpose and value of questions in classroom dialogue  identify strategies that promote learning conversations through a combination of readings and activities that you can do on your own or with colleagues.

4. Teacher-student conversations Teacher-student conversations about learning are a vital part of assessment for learning. However, many of conversations focus on task and/or behaviour management rather than learning. Many of the questions we ask are closed questions. So how can we promote learning conversations?

5. What is essential is that any dialogue should evoke thoughtful reflection in which all students can be encouraged to take part. Black & Wiliam, 1998

6. The role of questions Questions are often the way to initiate productive dialogue. Let us look more closely at questions. A starter question: What do you think is meant by closed and open questions? Is this question an open or a closed one?

7. Closed questions Closed questions imply that the teacher has a predetermined correct response in mind. These questions are nearly always concerned with the recall of facts or simple comprehension. Torrance and Pryor (1998) suggest a framework of convergent and divergent models for formative assessment. Convergent assessment aims to discover whether the learner knows, understands or can do a pre-determined thing. Divergent assessment aims to discover what the learner knows, understands or can do. Convergent assessment is characterised by closed questions. For further information on convergent / divergent assessment go to: http://www.tki.org.nz/r/assessment/atol_online/ppt/online_workshop_1.ppt Slide 19 - 25 http://www.tki.org.nz/r/assessment/atol_online/ppt/online_workshop_1.ppt

8. Open questions: encourage students to think beyond the literal enables a teacher to develop students’ understanding and promote critical thinking (divergent assessment) allow for a range of responses and make progressive cognitive demands on students. The type of question and the way that we question makes a difference to how successfully questions probe student understandings.

9. We need to: give students time to respond (discuss their thinking in pairs or small groups) allow students to respond to teacher questions in a variety of ways (writing the answers, concept map) encourage students to ask as well as answer questions.

10. Activity: Bloom’s taxonomy and classroom dialogue Introduction Bloom’s taxonomy of cognitive processes provides a useful framework for focusing classroom discussion on thinking skills. The following activity may be completed with teachers or with students. For a useful table for this activity that identifies verbs, question stems, and potential activities and outcomes click here or go to: http://www.teachers.ash.org.au/researchskills/dalton.htm click here http://www.teachers.ash.org.au/researchskills/dalton.htm

11. Activity: Bloom’s taxonomy and classroom dialogue Think about a favorite myth, legend or fable that you know well Imagine you are asking questions about this story or the characters Use Bloom’s taxonomy to ask: –knowledge –comprehension –application –analysis –synthesis –and evaluation questions.

12. Activity: Bloom’s taxonomy and classroom dialogue For an example based on the Māori myth Maui Snares the Sun click hereclick here For a copy of the legend Maui Snares the Sun click here click here For some sample question beginnings click hereclick here

13. Activity: Bloom’s taxonomy and classroom dialogue Compare your questions with others. Discuss how you could move from questions and answers to rich classroom conversations involving: challenge clarification elaboration of ideas suggestions observations reflections What strategies could you use to do this?

14. Strategies that promote rich discussions Some of the things a teacher can do to promote and enhance discussions with students include: Inviting students to develop more complex contributions: “Say a little more about…” Echoing: “So you think that…” Making a personal contribution from your own experiences: “I remember…” Non-verbal invitations: eye contact, tilt of head…

15. References Black, P.J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice. 5 (1), 7–74. Torrance, H., & Pryor, J. (1998). Investigating formative assessment: Teaching, learning and assessment in the classroom. Buckingham: Open University Press. Mataira, K. (1975). Māori legends for Young New Zealanders. Auckland: Paul Hamlyn. Dalton, J., & Smith, D. (1986). Extending children’s special abilities – Strategies for primary classrooms (pages 36–7)Victoria:Ministry of Education.http://www.teachers.ash.org.au/researchskills/dalton.htmhttp://www.teachers.ash.org.au/researchskills/dalton.htm References to Bloom’s taxonomy on the internet are under Thinking Skills in the TKI search: e.g. http://edtech.clas.pdx.edu/presentations/frr99/blooms.htmhttp://edtech.clas.pdx.edu/presentations/frr99/blooms.htm http://www.coun.uvic.ca/learn/program/hndouts/bloom.html