Using think-pair-share in a primary reading class to encourage students to take positions and offer supporting evidence
Duration: 4 mins 25 secs
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| Description: | This clip shows a teacher using a statement (talking point) about a story and asking the students to take a position. i.e., to agree, disagree, challenge or question the statement. The teacher uses think-pair-share and then held a plenary discussion about the students' opinions. The teacher encourages the students to search for evidence in the text to back up their opinions and to elaborate on their contributions. The students provide their opinions along with explanations. |
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| Created: | 2020-05-03 17:17 |
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| Collection: | CEDiR group examples of dialogue in diverse educational contexts |
| Publisher: | University of Cambridge |
| Copyright: | The T-SEDA team, led by Sara Hennessy & Ruth Kershner |
| Language: | eng (English) |
| Keywords: | dialogue; talking points; think-pair-share; reading; Year 6 (10-11 years); |
| Abstract: | This clip comes from a Reading lesson with Year 6 (10-11 year olds) in England. In previous lessons, the students had been reading about 'Old Mother Tallow'. In this lesson, the teacher wants the students to focus on making inferences and backing up their reasoning with evidence from the text. In the clip, the teacher presents a statement (talking point) to the students and asks the students to agree, disagree, challenge, or question the statement. Firstly, the teacher invites students to discuss their ideas about the statement in small groups and we see her involvement with one group. After this discussion, the teacher invites students to share their ideas with the whole class. The teacher invites the students to find evidence in the text to back up their opinions. In other words, to provide arguments that support their opinions. The students present their ideas and reasoning. The teacher builds on the students’ ideas but she does not provide her own authoritative position towards the statement, thus creating a space for the students to contribute freely.
Characteristics of dialogue in this clip -Teacher uses talking points -Teacher uses think-pair-share -Teacher invites students to build on -Teacher invites to provide explanations or justifications -Teacher invites the expression of ideas -Teacher provides informative feedback -Students agree or disagree and provide explanations This is the first of 3 clips from the same lesson available in this collection. Link to the second clip: https://sms.cam.ac.uk/media/3099130 Link to the third clip: https://sms.cam.ac.uk/media/3212681 This footage was collected during the T-SEDA (Teacher Scheme for Educational Dialogue Analysis) impact trial funded by the UK Economic and Social Research Council (Impact Acceleration Account) in 2018-19. More details about the trial and links to download the open professional development resources appear at http://bit.ly/T-SEDA. |
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