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November 2014 | Volume 72 | Number 3
Talking and Listening
Douglas Fisher and Nancy Frey
These quality indicators for productive student talk can help a classroom move from good to great.
Students love to talk. So do teachers. When there's a balance in the classroom between student and teacher discourse, good things happen. When students assume increased responsibility for discussions, when they interact with a wide range of peers on diverse topics and supply evidence for their thinking, great things happen. This is probably why questioning and discussion are the only instructional routines specifically referenced in Charlotte Danielson's (2007) Framework for Teaching, which states that
a teacher's skill in questioning and in leading discussions makes a powerful contribution to student learning and is valuable for many instructional purposes: exploring new concepts, eliciting evidence of student understanding, and promoting deeper student engagement. (p. 79)
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