From Turn-Taking to Sense-Making: Classroom Factors and Improved Reading Achievement.

Autor/in	Duffy, Gerald G.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	From Turn-Taking to Sense-Making: Classroom Factors and Improved Reading Achievement.
Quelle	(1982), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Stellungnahme; Classroom Communication; Classroom Techniques; Elementary Education; Reading Instruction; Reading Research; Student Teacher Relationship; Teacher Effectiveness; Teacher Improvement; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Klassenführung; Elementarunterricht; Leseunterricht; Leseforschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Classroom studies indicate that turn-taking--when a teacher asks a question or assigns a reading turn, the child responds, and the teacher reinforces or corrects--is the format of most school lessons. The problem with this format is that it emphasizes pupil response without providing for teacher explanation and the other forms of substantive verbal assistance. This absence of teacher explanation leads to instructional inequity, focuses on answers rather than on process, and masks the teacher's explanatory role in instruction. The turn-taking model can be modified so that teachers provide deductive or inductive explanations at the outset of the lesson and then conduct turn-taking. Including such explanations provides students with specific assistance regarding problem solving strategies. Qualitative studies reveal that effective teacher explanation includes explicit information on what is being taught and why it is important, and clearly tells students how to do the task. In addition, effective explanation requires that teachers talk more and monitor student cognitive processing as they restructure their explanations, providing appropriate elaboration as needed. Finally, good explanation provides cohesion across lessons. Turn-taking is difficult to modify because it is a tradition in American schools, one that appears to work and to ease the problems of classroom management. However, providing explanations is a crucial part of the teacher's instructional effort, and is essential if all pupils are to view reading as a sense-making rather than a mechanical process. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC