Improving Teaching at Scale: Design for the Scientific Measurement and Learning of Discourse Practice

Scherrer, Jimmy; Correnti, Richard; Stein, Mary Kay; Smith, Margaret S.; McKeown, Margaret G.; Greeno, James G.; Ashley, Kevin D.

doi:10.3102/978-0-935302-43-1_25

Cited by 25 publications

(25 citation statements)

References 27 publications

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“…Orchestrating instructional conversations is an "important and universally recognized dimension of teaching", and prior research has established strong linkages between productive classroom discourse and student achievement (Correnti et al 2015). Currently, providing teachers with detailed feedback about their discursive strategies requires highly trained observers to hand code transcripts and analyze moves (e.g., (Correnti 2005) and/or one-on-one expert coaching, a time-consuming and expensive process (Robertson, Ford-Connors, and Paratore 2014).…”

Section: Discussionmentioning

confidence: 99%

Automating Analysis and Feedback to Improve Mathematics Teachers’ Classroom Discourse

Suresh

Sumner

Jacobs

et al. 2019

AAAI

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Our work builds on advances in deep learning for natural language processing to automatically analyze transcribed classroom discourse and reliably generate information about teachers’ uses of specific discursive strategies called ”talk moves.” Talk moves can be used by both teachers and learners to construct conversations in which students share their thinking, actively consider the ideas of others, and engage in sustained reasoning. Currently, providing teachers with detailed feedback about the talk moves in their lessons requires highly trained observers to hand code transcripts of classroom recordings and analyze talk moves and/or one-on-one expert coaching, a time-consuming and expensive process that is unlikely to scale. We created a bidirectional long short-term memory (bi-LSTM) network that can automate the annotation process. We have demonstrated the feasibility of this deep learning approach to reliably identify a set of teacher talk moves at the sentence level with an F1 measure of 65%.

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Section: Discussionmentioning

confidence: 99%

Automating Analysis and Feedback to Improve Mathematics Teachers’ Classroom Discourse

Suresh

Sumner

Jacobs

et al. 2019

AAAI

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“…The high frequency of teacher-initiated classroom talk moves during the three lectures represents the practice of structuring a lesson in order to address the language demands of the science content as reported in the literature (Aranda et al, 2018: Correnti et al, 2015Oliveira, 2010). The relatively high proportion of level 2 rejoinder moves (62/155) indicates teacher talk attracting sense-making student contributions in the classroom discourse.…”

Section: Distribution Of Teacher Movesmentioning

confidence: 90%

“…Although this type of question is said to be common where the teacher needs clarity (Long & Sato, 1983), it could also be applicable in instances where the teacher seeks to increase student participation, stretch students' imagination for divergent thinking or to get students to expand on their ideas. However, it has been reported that simply using a large number of questions does not necessarily lead to effective instruction if the classroom talk does not support deep understanding of the academic content (Correnti et al, 2015;Morton, 2012).…”

Section: Productive Teacher Talk and Student Participation In Sciencementioning

confidence: 99%

Investigating Teacher Talk Moves in Lessons on Basic Genetics Concepts in a Teacher Education Classroom

Buma

Nyamupangedengu

2020

African Journal of Research in Mathematics, Science and Technol

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Recent reforms in science education highlight the need for student-centred approaches to teaching in school curriculum policy in South Africa. Science teachers are required to move away from traditional teacher-centred practices which regard students as mere passive recipients of knowledge. In this study, we examine classroom talk for the type of student participation encouraging moves employed in lessons on basic genetics concepts and the related quality of instructional strategies employed by a university lecturer during a semester course on genetics. A key feature of the course was the lecturer's use of students' prior knowledge including alternative conceptions from a diagnostic assessment to facilitate the learning of pertinent genetics terminologies. Through a qualitative approach, we combine two recently published frameworks-the Analysing Teacher Moves (ATM) and the Elaboration frameworksto analyse teacher talk from transcribed videoed lectures and explore the likely influence on student participation. The findings reveal two dominant student participation stimulating talk-related instructional strategies that seemed to elicit diverse and deeper responses from the students. These include higherorder initiating and rejoinder moves, supplemented by other moves, through which the lecturer provided students with factual information, often in a manner that enabled knowledge synthesis. The intentional use of open-ended questions, explanations and representations and probing students for further contributions signal deliberate pedagogic intentions to promote student interaction while navigating observed language proficiency challenges. The combined analysis framework is recommended for use in future studies on instructional practices which aim to promote fruitful classroom interaction.

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“…Such shared uncertainty might make person 1 eager to reduce their knowledge gap by engaging in joint exploration, in turn maximizing their curiosity. Furthermore, since data-driven approaches cannot capture the exhaustive set of productive social interaction practices that educators have been using for raising children's curiosity in different learning settings (e.g -promoting risk taking by rewarding exploration of diverse solutions, helping group members find causal relationships between processes by asking them to make an explicit link between learning representations) [33,7], we must acknowledge that results derived from this research can be augmented with those top-down strategies to provide complementary benefits to a learner.…”

Section: Implications For Designing Learning Technologiesmentioning

confidence: 99%

Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of Curiosity

Sinha

Bai

Cassell

2017

Data Driven Approaches in Digital Education

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Abstract. Curiosity is the strong desire to learn or know more about something or someone. Since learning is often a social endeavor, social dynamics in collaborative learning may inevitably influence curiosity. There is a scarcity of research, however, focusing on how curiosity can be evoked in group learning contexts. Inspired by a recently proposed theoretical framework [30] that articulates an integrated socio-cognitive infrastructure of curiosity, in this work, we use data-driven approaches to identify fine-grained social scaffolding of curiosity in child-child interaction, and propose how they can be used to elicit and maintain curiosity in technology-enhanced learning environments. For example, we discovered sequential patterns of multimodal behaviors across group members and we describe those that maximize an individual's utility, or likelihood, of demonstrating curiosity during open-ended problem-solving in group work. We also discovered, and describe here, behaviors that directly or in a mediated manner cause curiosity related conversational behaviors in the interaction, with twice as many interpersonal causal influences compared to intrapersonal ones. We explain how these findings form a solid foundation for developing curiosity-increasing learning technologies or even assisting a human coach to induce curiosity among learners.

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Improving Teaching at Scale: Design for the Scientific Measurement and Learning of Discourse Practice

Cited by 25 publications

References 27 publications

Automating Analysis and Feedback to Improve Mathematics Teachers’ Classroom Discourse

Automating Analysis and Feedback to Improve Mathematics Teachers’ Classroom Discourse

Investigating Teacher Talk Moves in Lessons on Basic Genetics Concepts in a Teacher Education Classroom

Curious Minds Wonder Alike: Studying Multimodal Behavioral Dynamics to Design Social Scaffolding of Curiosity

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