Introduction to Instructional Conversation

Introduction

Traditional classrooms typically involve the I.R.E. method of questioning. The teacher initiates a question, a student responds, and the teacher evaluates the response. This process is rather antiquated and fails to build student's critical thinking or engage them in higher-level thinking. Computer mediated communication offers the opportunity to utilize Instructional Conversations in a way that serves to engage students in texts. Instructional Conversation is the process by which teachers (or facilitators) ask open-ended questions that further student's thinking. This unit will serve as the introduction to this process.

Instructional Objectives

Identify the specific characteristics of Instructional Conversation
Compare and contrast Instructional Conversation to I.R.E.
Identify the affordances of Instructional Conversation in a computer mediated conversation
Generate possible Instructional Conversation Questions based on ELA content

Prerequisite Skills

Pedagogical knowledge of effective questioning
Ability to reflect on teaching practices

Learning Activities

Activity 1: Introduction to Instructional Conversation

Consider the following questions when reading the article on Instructional Conversation

What are the defining characteristics of Instructional Conversation?
How is Instructional Conversation different than other discussion methods?
How can I use Instructional Conversation in my own classroom to engage students?

Read Instructional Conversation with Computer Mediated Communication This article discusses the limitations of the I.R.E. method of questioning in the classroom and the benefits of using Instructional Conversation, particularly in computer-mediated conversations. Instructional Conversation allows students to construct their own meanings with the teacher as a guide, asking questions that help students develop deep understanding that is based on their knowledge and prior experience. Instead of asking questions with known answers, the teacher asks open-ended questions that allow for interpretation and shape the conversation in a way that is both productive and creative.

Examine this chart that compares/contrasts Direct Instruction with Instructional Conversation By looking at this chart, you can see that Instructional Conversation creates more opportunities for students to construct their own meaning. The teacher takes on the role of facilitator and empowers students.

Activity 2: Affordances of Instructional Conversation

Examine list of affordances for Instructional Conversation in asynchronous discussions This lists the benefits of using online discussions for facilitating instructional conversation. Many public schools now use platforms such as BlackBoard, but others such as Moodle are free and easy to use. By allowing your students to use asynchronous online discussions, they can craft their responses.

In addition to thinking about how you might use asynchronous discussions in your classroom for literature, also consider how these affordances might also apply to students with learning disabilities or to English Language Learners.

Activity 3: Reflection on Current Practices

Using the following form in Google Docs, please reflect on your practices as well as those of your colleagues and school.

Move on to Unit 2:Introduction to Fan Fiction

Return to Using Fan Fiction and Instructional Conversation to Increase Student/Text Involvement