Using talking points and think-pair-share to promote students’ reasoning about the water cycle in a primary science class
Duration: 3 mins 1 sec
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| Description: | This clip shows a teacher presenting three contrasting statements and inviting the students to discuss in small groups what they think about the statements. The teacher listens to the students' ideas but does not provide a "correct answer". Instead, the teacher asks students to have these hypotheses in mind, possibly as a strategy for students to build and modify their ideas throughout the lesson. |
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| Created: | 2019-11-11 19:16 |
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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; talking points; think-pair-share; reasoning; water cycle; science; Year 6 (10-11 years); |
| Abstract: | This clip comes from a Science lesson of Year 6 in England. In this session, the students are reviewing the topic ‘Water Cycle’. In the clip, the teacher shows to the students a picture of a pond and three contrasting statements related to the water cycle. The teacher invites students to discuss their ideas about the statements in their small groups. After this discussion, the teacher draws the attention of the group and invites students to share their ideas with the whole group. Many times, the students present their ideas along with reasons. When they don't, the teacher invites them to give explanations. The ideas of the students are diverse. However, the teacher does not take any position or give any explanation to resolve disagreements among students. Instead, the teacher asks students to have these hypotheses in mind, possibly as a strategy for students to build and modify their ideas throughout the lesson.
Characteristics of dialogue in this clip: - Teacher makes use of talking points - Teacher makes use of think, pair, share - Teacher invites coordination or challenge of ideas - Teacher invites reasoning - Teacher makes pathway of learning explicit - Students challenge ideas - Students use possibility thinking 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 109_T41 |
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Transcript
Transcript:
Teacher: Have a little chat on your table. Who do you agree with? Who are you not sure? ((Moves to first table))
Zahir: I don't agree with any of them because, when you put water into a cup, sometimes you can't get all the water in the cup, so it just spills on the side, and that's how the drips start.
Teacher: So you think the drips, it’s just the person's tried to put too much water into the glass? That's what you think? Who agrees with Zahir or who's got something else to say about it?
Towha: I kind of agree.
Teacher: You kind of agree with him? Explain.
Towha: Because, when I'm looking at that picture, I noticed that those little drops, you can only see them from where the water is at. I think it might come from the temperature of the water.
Teacher: You think it's something to do with the temperature of the water? So ((pointing at Zahir)) someone thinks it might be something to do with too much water in the glass; someone thinks ((pointing to Towha)) it might be to do with the temperature of the water.
Tanzil: I think it's none of them.
Teacher: You think it's none of them? Oh gosh, right. Well, let's have a chat.
TURNS LATER
Teacher: Sorry, say again?
Abdakirim: We thought the second one.
Teacher: That the drops are coming from the air somehow?
Abdakirim: Yeah.
Teacher: Did everyone on your table think that?
Abdakirim: I think.
Teacher: So that was your opinion? Good. I'm glad you've got the courage of your opinions. So Abdakirim thinks that, somehow, the drops come from the air. He's not sure how, but he thinks that's probably right. Did anyone have a different opinion they'd like to share? Yusef, what did you think?
Yusef: I think, you know when you pour the glass of water-
Teacher: Yep.
Yusef: into the glass?
Teacher: Yep.
Yusef: That some water just drips down because your hand shakes a bit and it drips down.
Teacher: OK, so you think these are just ((pointing to drops on picture of glass on interactive whiteboard))- That maybe when the person's put the glass under the tap, a bit of water's fallen on the outside of the glass as well as the inside. Could be. OK, let's keep that one in our heads. Did anyone think it was ((pointing to statement on interactive whiteboard)) 'drops of water leak through tiny holes in the glass', thinking about properties and materials? What did you think, Zahir?
Zahir: If there were holes in the glass, then, within a few like- within half-an-hour, the cup would be empty.
Teacher: You think, within half-an-hour, the cup would be empty if there were small holes in the glass. OK. Again, keep this in your head. We're going to come back at the end and see if you've got any firmer ideas about it.
Zahir: I don't agree with any of them because, when you put water into a cup, sometimes you can't get all the water in the cup, so it just spills on the side, and that's how the drips start.
Teacher: So you think the drips, it’s just the person's tried to put too much water into the glass? That's what you think? Who agrees with Zahir or who's got something else to say about it?
Towha: I kind of agree.
Teacher: You kind of agree with him? Explain.
Towha: Because, when I'm looking at that picture, I noticed that those little drops, you can only see them from where the water is at. I think it might come from the temperature of the water.
Teacher: You think it's something to do with the temperature of the water? So ((pointing at Zahir)) someone thinks it might be something to do with too much water in the glass; someone thinks ((pointing to Towha)) it might be to do with the temperature of the water.
Tanzil: I think it's none of them.
Teacher: You think it's none of them? Oh gosh, right. Well, let's have a chat.
TURNS LATER
Teacher: Sorry, say again?
Abdakirim: We thought the second one.
Teacher: That the drops are coming from the air somehow?
Abdakirim: Yeah.
Teacher: Did everyone on your table think that?
Abdakirim: I think.
Teacher: So that was your opinion? Good. I'm glad you've got the courage of your opinions. So Abdakirim thinks that, somehow, the drops come from the air. He's not sure how, but he thinks that's probably right. Did anyone have a different opinion they'd like to share? Yusef, what did you think?
Yusef: I think, you know when you pour the glass of water-
Teacher: Yep.
Yusef: into the glass?
Teacher: Yep.
Yusef: That some water just drips down because your hand shakes a bit and it drips down.
Teacher: OK, so you think these are just ((pointing to drops on picture of glass on interactive whiteboard))- That maybe when the person's put the glass under the tap, a bit of water's fallen on the outside of the glass as well as the inside. Could be. OK, let's keep that one in our heads. Did anyone think it was ((pointing to statement on interactive whiteboard)) 'drops of water leak through tiny holes in the glass', thinking about properties and materials? What did you think, Zahir?
Zahir: If there were holes in the glass, then, within a few like- within half-an-hour, the cup would be empty.
Teacher: You think, within half-an-hour, the cup would be empty if there were small holes in the glass. OK. Again, keep this in your head. We're going to come back at the end and see if you've got any firmer ideas about it.
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