Talking to Learn

Autor/in	City, Elizabeth A.
Titel	Talking to Learn
Quelle	In: Educational Leadership, 72 (2014) 3, S.10-16 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Student Participation; Discussion (Teaching Technique); Student Teachers; Teaching Methods; Learner Controlled Instruction + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Why should teachers bother with student-driven discussions? Elizabeth A. City offers three reasons: (1) talking and thinking reinforce each other; (2) dialogue is a necessary skill of democracy, so schools should teach thinking, speaking, and listening as "practices of freedom"; and (3) student-driven talk is fun. Yet student-driven discussion is rare in schools, partly because other priorities get in the way and partly because both teachers and students often feel more comfortable in traditional roles. City offers ideas for making classroom discussions more student-driven by balancing safety, challenge, authentic participation, and ownership. For example, she recommends having learners pair up to talk with a partner before whole-class sharing; using tests to provide common ground for the discussion; and reflecting on process to help students improve their discussion skills. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10