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SUMMARY:The Right to Speak: Understanding Student Engagement in Dialogic I
 nstruction - Sherice Clarke\, Pittsburgh Science of Learning Center
DTSTART:20130607T120000Z
DTEND:20130607T140000Z
UID:TALK45689@talks.cam.ac.uk
CONTACT:33381
DESCRIPTION:There is a growing corpus of evidence on the benefits of stude
 nts’ participation in academically productive talk\, which shows that th
 is kind of instruction can increase students’ scientific reasoning skill
 s and learning outcomes\, including near and far transfer (e.g. Mercer\, D
 awes\, Wegerif & Sams\, 2004\; Adey & Shayer\, 1993\; Topping & Trickey\, 
 2007).  However\, some students\, particularly those that have been unders
 erved by the education system\, may initially find it difficult to partici
 pate in this kind of classroom talk. \nIn this talk I will examine underst
 udied aspects of dialogic instruction: silence and low participation in ta
 lk. I examine the question of precisely what it means to be silent in acad
 emically productive dialogue\, drawing on a series of studies investigatin
 g student engagement in Accountable Talk discussions (Resnick\, Michaels &
  O’Connor\, 2010). We use Accountable Talk to refer to rigorous teacher-
 lead discussions that scaffold student reasoning and thinking about subjec
 t matter\, in which students are socialized into a discourse community tha
 t is accountable to knowledge\, the standards of good reasoning and the co
 mmunity. \nUsing mixed methods (qualitative and computational)\, I examine
  participation patterns in Accountable Talk discussions over time and perc
 eptions of the enablers and barriers for ‘going public’ with one’s t
 hinking in these discussions. The findings help to highlight some of the c
 hallenges and opportunities for supporting instructional change through Ac
 countable Talk in urban school settings.\n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, Don
 ald McIntyre Building\, Room GS1
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