Monitoring and providing informative feedback on small group discussions of students in a primary science class
Duration: 3 mins 2 secs
Share this media item:
Embed this media item:
Embed this media item:
About this item
| Description: | This clip shows students working in small groups in a collaborative writing task. The teacher monitors discussions and provides informative feedback to the students. |
|---|
| Created: | 2020-05-08 19:25 |
|---|---|
| Collection: | CEDiR group examples of dialogue in diverse educational contexts |
| Publisher: | University of Cambridge |
| Copyright: | The ESRC Classroom Dialogue project team, led by Christine Howe, Sara Hennessy & Neil Mercer |
| Language: | eng (English) |
| Distribution: |
World
(downloadable)
|
| Keywords: | dialogue; positive feedback; science; Year 6 (10-11 years); |
| Explicit content: | No |
| Aspect Ratio: | 4:3 |
| Screencast: | No |
| Bumper: | UCS Default |
| Trailer: | UCS Default |
| Abstract: | This clip comes from a Science lesson of Year 6 in England (students’ ages between 10 and 11 years old). The students have been reviewing the circulatory system in past lessons. This clip shows an example of a collaborative writing task that a teacher assigns to the students. In order to guide and frame the students’ discussion, the teacher has explicitly mentioned the learning objective and he has also provided the students with success criteria to perform the task. However, the teacher gives certain degrees of freedom to the students to decide how to carry out the task. This clip also shows the teacher providing positive feedback and inviting the students to reason while they are discussing in their small groups.
Characteristics of dialogue in this clip: - Teacher gives certain degrees of freedom on the task - Teacher provides positive feedback by: a) making connections to previous knowledge; b) recognising desirable practices; c) inviting students to explain or justify their answers - Students make connections between the task at hand and previous activities - Students build on each others' contributions - Students provide explanations / justifications This is the second of 2 clips from the same lesson available in this collection. Link to the first clip: https://sms.cam.ac.uk/media/3098978 Note that there are also two clips from an English lesson from the same teacher and class in this collection. Link to the first English clip: https://sms.cam.ac.uk/media/3098636 Link to the second English clip: https://sms.cam.ac.uk/media/3098655 This footage was collected during the "Classroom dialogue: Does it really make a difference for student learning?" project funded by the UK Economic and Social Research Council (ES/M007103/1) in 2015-17: http://tinyurl.com/ESRCdialogue. Lesson ID 111_T42 |
|---|---|
Transcript
Transcript:
Teacher: Right, so this is your task then. In groups, you have to come up with a personal specification, the characteristics that a red blood cell would need but you also have to write me a set of instructions about the function, the responsibilities that a red blood cell will have to have and do. And you have got half an hour. On your table, you have some scrap paper, if you want to make notes on that scrap paper and draft together, like you did yesterday, that would be a brilliant idea I think, if one member of the group wants to go and get their ideas book out of their tray to make notes, that would be brilliant, you need to have lots of talk, you might want to divide your table into two so some handle the characteristics and some write the instructions and then you come together at the end, it is up to you but bear in mind half an hour, that is a lot to do so you really need to be on it, you need to be discussing …
Teacher: ((Joins table)) Ok so what you got so far?
Boy 1: We’re gonna do like bullet points and then we’re gonna explain why.
Teacher: Okay, so you’ve got the dash, so you're explaining that point, good, that’s really important, you need to be informative, don’t you? ((Leaves table))
Teacher: ((Joins far front table))
Ruby: Mr Powell, were we doing that before?
Teacher: Great, you’ve made a connection to work that we’ve done last time, haven’t you? Good girl, Ruby.
Teacher: ((Joins front near table))
Girl 1: Start … erm, at the heart
Boy 1: Or shall we put-?
Girl 2: No, “in”, in the chamber of the heart.
Boy 1: Just put “at heart.”
Teacher: What’s important to do that …?
Boy 2: Near the heart …
Girl 3: (inaudible) fast.
Teacher: So “we think it should be fast, that’s fine …
Girl 3: Fast …
Teacher: That’s fine …
Boy 2: We think the blood supplies-
Teacher: No, that’s fine, what you've put is fine, what will you need to do …?
Girl 3: “Because …”
Teacher: Explain, “because” … yeah.
Teacher: ((To another girl on the table)) What’s your first step then?
Girl 4: Erm, “The beginning of your journey will start … erm, at the heart”.
Teacher: M-hum ((nods)).
Boy 2: Because
Girl 3: “Because you’ve got to get …”
Boy 2: Human breath (inaudible). Takes a breath every two seconds
Girl 3: So we can say you have got to be fast because …
Teacher: ((Leaves table))
Teacher: ((Joins table)) Ok so what you got so far?
Boy 1: We’re gonna do like bullet points and then we’re gonna explain why.
Teacher: Okay, so you’ve got the dash, so you're explaining that point, good, that’s really important, you need to be informative, don’t you? ((Leaves table))
Teacher: ((Joins far front table))
Ruby: Mr Powell, were we doing that before?
Teacher: Great, you’ve made a connection to work that we’ve done last time, haven’t you? Good girl, Ruby.
Teacher: ((Joins front near table))
Girl 1: Start … erm, at the heart
Boy 1: Or shall we put-?
Girl 2: No, “in”, in the chamber of the heart.
Boy 1: Just put “at heart.”
Teacher: What’s important to do that …?
Boy 2: Near the heart …
Girl 3: (inaudible) fast.
Teacher: So “we think it should be fast, that’s fine …
Girl 3: Fast …
Teacher: That’s fine …
Boy 2: We think the blood supplies-
Teacher: No, that’s fine, what you've put is fine, what will you need to do …?
Girl 3: “Because …”
Teacher: Explain, “because” … yeah.
Teacher: ((To another girl on the table)) What’s your first step then?
Girl 4: Erm, “The beginning of your journey will start … erm, at the heart”.
Teacher: M-hum ((nods)).
Boy 2: Because
Girl 3: “Because you’ve got to get …”
Boy 2: Human breath (inaudible). Takes a breath every two seconds
Girl 3: So we can say you have got to be fast because …
Teacher: ((Leaves table))
Available Formats
| Format | Quality | Bitrate | Size | |||
|---|---|---|---|---|---|---|
| MPEG-4 Video | 640x360 | 1.94 Mbits/sec | 44.18 MB | View | Download | |
| WebM | 640x360 | 1.32 Mbits/sec | 30.23 MB | View | Download | |
| iPod Video | 480x360 | 522.67 kbits/sec | 11.61 MB | View | Download | |
| MP3 | 44100 Hz | 249.88 kbits/sec | 5.58 MB | Listen | Download | |
| Auto * | (Allows browser to choose a format it supports) | |||||