Inviting students to explain or justify their responses in a primary science class about the circulatory system
Duration: 2 mins 25 secs
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| Description: | This clip shows a teacher inviting the students to offer contributions that are relevant to the task. The teacher encourages the students to justify their responses. After some contributions, the students began to offer explanations without an explicit prompt from the teacher. This might indicate that the students understood the requirement of explaining their ideas. |
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| Created: | 2020-05-08 21:03 |
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| 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) |
| Keywords: | dialogue; argumentation; positive feedback; science; Year 6 (10-11 years); |
| Abstract: | This clip comes from a Science lesson of Year 6 in England (students’ ages between 10 and 11 years old). The class has been reviewing the circulatory system in past lessons. In this lesson, the teacher asked students to personify the red blood cell and think about some characteristics that the red blood cell would need if it was applying for a red blood cell job. The teacher asks students to discuss this in their small groups. After giving them some time to discuss, some students shared to the whole group some of the characteristics they have thought about. In this clip, the students share the characteristics to the whole group and the teacher invites them to provide justifications to their responses. At first, the reasons offered by the students were prompted by the teacher who explicitly asked 'why' follow up questions. However, after some contributions, the students began to share a characteristic followed by a reason, which might indicate that the students understood the requirement of explaining their ideas.
Characteristics of dialogue in this clip: - Teacher invites the students to offer relevant contributions - Teacher provides positive feedback - Teacher builds on/clarifies ideas - Teacher invites reasoning - Students provide explanations/ justifications This is the first of 2 clips from the same lesson available in this collection. Link to the second clip: https://sms.cam.ac.uk/media/3098997 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 |
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Transcript
Transcript:
Teacher: ((Moves to front of class)) Okay, some ideas then please? Characteristics of a red blood cell, if you were, if the red blood cell was a human, if we’re personifying it, and this red blood cell is applying for the job of… being in somebody’s body, what does the red blood cell need to be? Shanice?
Shanice: Responsible.
Teacher: Responsible, why?
Shanice: Because it needs to know like when to erm, go around the body and oxygenate.
Teacher: Good, its job is important, it needs to know where it’s going, if it doesn't know where it’s going, we’re in trouble aren’t we? Katie?
Katie: Consistent.
Teacher: Consistent, why consistent?
Katie: Because they can’t just go around the body once and then just give up, they have to do it all, like a load of times, after it’s done it once.
Teacher: Fantastic and it needs to be the same quality each time, doesn't it? Luce?
Luce: Active.
Teacher: Active, why active?
Luce: Because erm, if they just go really slow, like and if they’re taking rests, erm, like it wouldn't be (inaudible) and then one way it did it fast, like, it would like play (inaudible) and like it wouldn't be the system right.
Teacher: Right, if you think about a heartbeat, generally it’s regular so it needs to be active, consistent and you're right, if that heart started to beat at different paces, the effect on our body would not be brilliant. Jessica?
Jessica: Would it like need to be focused 'cause erm, the blood cell, 'cause if it stopped focused it will go into like the wrong place?
Teacher: Good, it needs to be focused, disciplined almost, it has to have self-discipline doesn't it? A couple more, you get the idea, China?
China: Concentrating because if they go to the upper before the thingie then it will mess up like our system and we might have like a risk of dying.
Teacher: Right, high levels of concentration, it is a very, very important job, the consequences of getting it wrong are serious, good girl. And last one, for now, Mohammed?
Mohammed: Intelligent because they need to know where to go, there’s no signs in the body telling you like …
Teacher: Brilliant.
Mohammed: … where to go.
Teacher: It needs to know its route, it needs to know its destination,
Shanice: Responsible.
Teacher: Responsible, why?
Shanice: Because it needs to know like when to erm, go around the body and oxygenate.
Teacher: Good, its job is important, it needs to know where it’s going, if it doesn't know where it’s going, we’re in trouble aren’t we? Katie?
Katie: Consistent.
Teacher: Consistent, why consistent?
Katie: Because they can’t just go around the body once and then just give up, they have to do it all, like a load of times, after it’s done it once.
Teacher: Fantastic and it needs to be the same quality each time, doesn't it? Luce?
Luce: Active.
Teacher: Active, why active?
Luce: Because erm, if they just go really slow, like and if they’re taking rests, erm, like it wouldn't be (inaudible) and then one way it did it fast, like, it would like play (inaudible) and like it wouldn't be the system right.
Teacher: Right, if you think about a heartbeat, generally it’s regular so it needs to be active, consistent and you're right, if that heart started to beat at different paces, the effect on our body would not be brilliant. Jessica?
Jessica: Would it like need to be focused 'cause erm, the blood cell, 'cause if it stopped focused it will go into like the wrong place?
Teacher: Good, it needs to be focused, disciplined almost, it has to have self-discipline doesn't it? A couple more, you get the idea, China?
China: Concentrating because if they go to the upper before the thingie then it will mess up like our system and we might have like a risk of dying.
Teacher: Right, high levels of concentration, it is a very, very important job, the consequences of getting it wrong are serious, good girl. And last one, for now, Mohammed?
Mohammed: Intelligent because they need to know where to go, there’s no signs in the body telling you like …
Teacher: Brilliant.
Mohammed: … where to go.
Teacher: It needs to know its route, it needs to know its destination,
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