How and why classroom discourse can enhance students learning and achievement
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Pedro Z. Caldeira [1] ; Ana Paula Bossler [1]
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[1] Universidade Federal do Triângulo Mineiro
Universidade Federal do Triângulo Mineiro
Brasil
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- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 931-939
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This paper presents and compares two discourse models applied to classroom verbal interactions: The Variation Theory, or the application of the classroom discourse to the space of learning, and the Model of the Elements of the Analysis of Discourse.
The analysis of both models with the help of real classroom teacher speech shows the complementary of both models and the need to develop an integrative Revised Model of Classroom Discourse, with a special emphasis on the use of pathetic elements to enhance students’ interest and motivation, and readiness for learning. This paper also discusses the role of questions in the instructional process, specially open-ended and false close questions, to produce patterns of variation and invariation of critical dimensions of the object of learning with positive impacts on learning and to promote metacognition, aiming at learning and knowledge (re)construction. This integrative model stresses teachers’ discourse responsibility regarding students learning and achievement.
