Can Off-Task Be On-Track?

Autor/inn/en	Gargroetzi, Emma C.; Chavez, Rosa D.; Munson, Jen; Langer-Osuna, Jennifer M.; Lange, Kimiko E.
Titel	Can Off-Task Be On-Track?
Quelle	In: Phi Delta Kappan, 100 (2019) 8, S.62-66 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719846892
Schlagwörter	Attention; Time on Task; Interpersonal Communication; Grade 4; Elementary School Students; Problem Solving; Mathematics Activities; Student Role; Group Dynamics + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Zeitaufwand; Interpersonale Kommunikation; School year 04; 4. Schuljahr; Schuljahr 04; Problemlösen; Gruppendynamik
Abstract	Collaborative learning requires a lot of talk. Although not all student talk may be related to the task at hand, some off-task talk is actually productive, as it enables students to negotiate how they will work together, gain attention of fellow group members, and draw others into joining the work. Emma C. Gargroetzi, Rosa D. Chavez, Jen Munson, Jennifer M. Langer-Osuna, and Kimiko E. Lange observed 4th-grade students working in groups on math exercises and saw multiple seemingly off-task conversations that, in fact, ended up bringing the group together. For example, students who were excluded used off-task talk to get others in the group to pay attention to them. Groups also used off-task talk to ensure that everyone in the group had a role in the solution. The authors offer guidelines for determining when to intervene when students engage in off-task talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01