Strategies for Increasing Self-Initiated Verbal Interaction

Securro, Samuel; Walls, Richard T.

doi:10.1080/00220671.1975.10884774

Cited by 1 publication

(2 citation statements)

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“…For comparison, Delprato, 1977;Hoover, 1960;Securro & Walls, 1975) showing increased student participation in discussions measured both by overall rate of contributions to discussions and percentage of students contributing to each discussion. These increases appeared to be primarily a result of increased participation by students who were initially low and average rate Malaby (1975) reported that a token contingency affected average and high rate participators most when they were asked to construct questions about science films.…”

Section: Reliabilitymentioning

confidence: 99%

“…Some studies have attempted to improve discussions by increasing participation through self-recording (Delprato, 1977;Securro & Walls, 1975). Other studies have been aimed at improving the quality of students' contributions and have used a wide variety of strategies ranging from the use of contingent positive consequences (Boshier, 1975;Hoover, 1960) to training teachers in discussionleading skills (Broden, Copeland, Beasley, & Hall, 1977;Burka & Jones, 1979) and use of stimulated recall sessions (Loree & Koch, 1960).…”

mentioning

confidence: 99%

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Increasing Participation and Improving the Quality of Discussions in Seventh‐grade Social Studies Classes

Smith

Schumaker

Schaeffer

et al. 1982

J of App Behav Analysis

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An experiment was conducted to evaluate procedures to improve classroom discussions in seventh-grade social studies classes. An increased number of students participated in discussions when rules were stated for discussions, students were praised for their contributions, the teacher restated or paraphrased students' contributions aloud or on the blackboard, the teacher planned an outline of discussion questions, student contributions to discussions were recorded and were used to determine part of the students' grades for the class, and discussion grades were publicly posted.The second part of the study focused on procedures designed to improve quality of classroom discussions. Students were taught to participate in discussions by providing reasons for their statements, comparisons between different points, or examples supporting their statements. As each type of contribution was taught, recorded, and counted toward part of the students' classroom grades, each type of contribution increased. Ratings of discussions by outside judges consisting of junior high school teachers, junior high school students, and persons experienced in conducting discussions, indicated that the training increased the overall quality of the discussions. Use of the quality training procedures, however, resulted in decreased levels of overall participation in discussion, a decrease that was reversed by the use of a group contingency for participation. Finally, the discussions after training seemed to be preferred by both the teacher and the students.DESCRIPTORS: academic behavior, discussion skills, contingencies, teacher behavior, junior high students Discussions are a common, essential activity in most school classrooms. They are an especially significant part of most junior and senior high school social studies classrooms. Yet, despite this emphasis, discussions are rarely model scenes of positive, effective group learning experiences. Instead, in a typical discussion, only a small portion of the class is actively participating. Glutthorn (1966) stated, "In a typical class, it is usual for less than one third to par-

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Section: Reliabilitymentioning

confidence: 99%