Students in classrooms are not given enough time to process information presented much less enough time to discuss and analyze the information collaboratively. Research on classroom talk shows not only the importance of talk to learning but also how little substantive talk actually occurs on the classroom. (Nystrand, et al., 1997.) Within the last few years the professional development at my school has focused on student involvement. One major strategy used to engage students in learning is a 10/2 model where teachers talk ten minutes and students are allowed to talk and process this information for two minutes. This is usually done with small groups or “elbow partners.” Using this model, every student is given the opportunity to discuss their thoughts and ideas with a peer, but they are not forced to share their thoughts with the whole class. It is a safe environment for students to practice voicing their opinions and challenging others.
This chapter offered examples of Continuums where students are asked to take an opinion on a certain subject. They have to physically place themselves on a continuum where they can then argue and discuss their reasoning for their decision. Such questions that can begin a continuum is, “Friends are often the ones who are the first to betray you or let you down.” Or “Dangerous and harmful prejudice is expressed right in our classrooms, and many students are unaware of it.” Students then stand at the designated areas in the room or in-between if necessary that has been assigned to fit their opinion on the subject. The designations would range from strongly agree to strongly disagree. Teachers can then pair students up with a goal of convincing the alternate person of their opinion. This example is an excellent way of getting students involved and engaged. This is a great way to open a lesson about friendships. This activity accesses their background knowledge so that students can understand the characters or situations that will be presented later in the lesson.
Quoting one of the students in Whilhelm’s class, “I don’t like to talk in class. I get mad if a teacher tries to make me. But I don’t mind talking in a drama. It’s easier for me to do and it makes me think harder. In drama it seems like you want to be involved, and you always learn something new.” Getting every student involved within the classroom should be the goal of all teachers. These enactments that I’ve presented throughout these posts are great ways to initiate this student involvement.
Your opening statement could apply to several courses I've taken at UNM. Allowing students to talk allows them the opportunity to process, question, and clarify their thinking. It is vital to the learning process, yet too often it is neglected as part of the instruction. Teachers need to remember this and implement it regularly.
ReplyDeleteI agree that little time is given to students to discuss what they are learning. I just worry that at times students will get off track and it will take longer to refocus them. This year I had students write more and then share with the class what they wrote. Students also had the opportunity to ask questions, but I had some that would simply pass during whole group settings. They felt more comfortable sharing their writing in small groups or pairs.
ReplyDeleteWith a good teacher, students should be guided as they process so they don't get off track. Wilhelm's enactments teach so many skills that would aid in class discussion and processing what they understood.
ReplyDeleteStudents need time to process information and time to share. In my classroom we call them PB&J buddies. I feel that by sharing with their buddy they can express themselves better.
ReplyDeleteI agree that with guidance students will stay on track and be able to share their thought.
I like the idea of elbow partners. Some students will not participate with the whole class but feel more comfortable with just a few other students. Even to have students work just in partners would help open them up.
ReplyDeleteRosenblatt believes that a classroom atmosphere needs to be cooperative. The discussions should not be a winner lose situation, but a mutually beneficial exchange.
ReplyDeleteI agree that students in classrooms are not given enough time to process information presented much less enough time to discuss and analyze the information collaboratively.
ReplyDeleteI am glad you shared that research on classroom talk shows validates the importance and reveals that little substantive talk actually occurs on the classroom.
The 10/2 model sounds like an exciting thing to try in the classroom. I could see my students going for it. This offers students choice and the opportunity to be individuals in the collaborative group.
Thanks!
I really like the idea of the 10/2 model. In the book I am reading, "Do I Really Have to Teach Reading?" the author goes into depth about the importance of collaborative work/discussions. She gives great ideas on how to make it effective because all too often, students get off task and use it as a social hour instead of discussion the topic at hand.
ReplyDeleteI loved that quote about discussions. So often I think we fall into the trap of just lecturing at our students and expecting them to find what we are saying as interesting and relevant as we think it is in our own heads. But they don't! We didn't come to find the information interesting by simply listening to a lecture in the first place, but probably by lived experience. We can use these enactment strategies to help them live that experience in dramatic play as well! (Like the line "enactment is a rehearsal for living")
ReplyDeleteWow! As a shy student, I thought it was always harder to talk in drama rather than just talk. I do think it is important for teachers to bring those quiet students out and if drama and reenactment work then I'm all for them.
ReplyDeleteThanks for sharing your school’s professional development. I am interested in the 10/2 model and thinking about borrow it into my classroom. The decision of not forcing students to share is really considerate. I think this atmosphere will truly encourage students to say.
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