Using think-pair-share and promoting peer feedback in a primary English class
Duration: 4 mins 14 secs
Share this media item:
Embed this media item:
Embed this media item:
About this item
| Description: | This clip shows a student sharing a collaborative piece of writing to the whole class. The teacher asks the students to discuss in small groups how the piece of writing is effective. After some minutes of peer discussion, the teacher encourages the students to give feedback to the team. The teacher elaborates on the students' contributions. |
|---|
| Created: | 2020-05-08 20:51 |
|---|---|
| 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; think-pair-share; peer feedback; small group discussion; Year 6 (10-11 years); |
| Abstract: | This clip comes from an English lesson of Year 6 in England (students’ ages between 10 and 11 years old). In a previous lesson, students looked at gauging opinion. On one side, an opinion of businessmen who wanted a railway to expand into a Native Americans' land. On the opposite side, the Native Americans' opinion whose land was about to be invaded by this railway expansion. After guiding students to remember both points of view, the teacher asks students to write a reflection about the railway expansion either from the Native Americans’ or from the businessmen’s perspective. The students worked in small groups and the teacher walked around providing feedback to each group. This is the end of the lesson in which a member of each group will go to the front to share their collaborative piece of writing to the class. The teacher asks the students to discuss in their small groups how the piece of work is effective. The discussion is framed by a list of 'success criteria' that is projected on the board. While the students discuss between them, the teacher approaches two small groups to ask for their opinions. After some minutes of peer discussion, the students give feedback to the team in a whole-class discussion.
Characteristics of dialogue in this clip: - Teacher makes use of think-pair-share - Teacher elaborates on the students' responses - Teacher explicitly makes links between the current conversation and past lessons and invites students to make that link for themselves - Teacher invites students to make connections beyond the immediate dialogue - Teacher invites students to reason - Teacher challenges the ideas - Students offered relevant contributions - Students made connections to previous knowledge This is the second of 2 clips from the same lesson available in this collection. Link to the first clip: https://sms.cam.ac.uk/media/3098636 Note that there are also two clips from a Science lesson from the same teacher and class in this collection. Link to the first Science clip: https://sms.cam.ac.uk/media/3098978 Link to the second Science clip: https://sms.cam.ac.uk/media/3098997 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 110_T42 |
|---|---|
Transcript
Transcript:
Teacher: Right … this table? I think it’s Jack isn't it? Okay. Off you go.
Jack: “The feeling of peace has been stolen from our society and taken hostage by who, by people who do not care for our Gods, they have invaded us like when the Romans originally invaded Britain. My childhood will have been drifted into a place of unknown universe by the time the Iron Horse takes over the natural world. It destroys all nature and wildlife which ignores my beliefs, it suffocates all plants and living creatures with its unilluminated clouds of steam, covering the natural sun and moon. With time, our generation will be enchanted, the Iron Horse will pay.”
Teacher: Well done ((applause)) you read that really well, that one. I noticed your tense ((gestures to whiteboard)) Okay, got really good use of tense in there, what else did they do effectively? Do you want to chat about it? Go on, have a little chat.
Class: ((Discuss))
Teacher: ((Moves to near front table)) What do you think were their best points?
Girl 1: I like that they captured
Girl 2: I really like the raw vocabulary.
Teacher: And they used good vocabulary, didn’t they? It was powerful.
Girl 3: They captured the scene by like setting the scene.
Teacher: They did, they captured the scene very well.
Girl 2: And I liked the sentence at the end where it says, “The Iron Horse will pay.”
Teacher: Yeah, it had that hostility that we had yesterday so that reflected the hostility, good. ((leaves table))
Teacher: ((Joins far front table)) Anything that stands out for you on that one?
Girl 4: Yeah, he was reading it loud and clear.
Teacher: He did very well didn’t he? (inaudible) Good
Chanel: And he used …
Boy 1: I wrote down “aggressive language”.
Girl 4: I said that and (inaudible) said that-
Boy: And then I said that …
Chanel: (inaudible) ((Laughs))
Boy 1: I really liked “The Iron Horse will pay”, it’s like a …
Girl 4: It’s a rhetorical question?
Teacher: That’s not a rhetorical question is it but it connects to yesterday, (inaudible)
Chanel: The end is really powerful.
Boy 1: Yes.
Teacher: It is, isn’t it?
Chanel: “The Iron Horse will pay.”
Teacher: ((To class)) Okay. Right, Harry, what was your table talking about then? What was effective?
Harry: We said that it was read out loud and clear and they made it sound like the past and made it change like some things to, how it was in the past and … (inaudible)
Teacher: Yeah, so they linked it to the work that we did yesterday didn’t they? They were reflecting on past times and also what did their ending do? China?
China: Like did it use some pasts?
Teacher: It didn’t use past. ((To far back table)) I'm not going to ask you because you obviously know! Er, Chloe?
Chloe: Did it create suspense?
Teacher: I wouldn't call it suspense …
Boy 2: It was the future, “will pay”.
Teacher: The “will pay”, yes but what does that do to the reader, “The Iron Horse will pay”?
Girl 4: Is it effective?
Teacher: Why is it effective?
Girl 4: Erm, because like he’s, well they’re saying it like, like …
Teacher: It shows you how they feel, doesn't it-
Girl 4: Yeah.
Teacher: So how do they feel?
Girl 4: Like angry because …
Teacher: Angry, what’s the word that we used yesterday, beginning with H?
Girl 5: Erm, (inaudible)
Girl 6: Hostile.
Teacher: Hostile, yeah, that hostility really comes through there and I really like that.
Boy 3: Erm, Jack like made contact with the audience so, so he made eye contact with (inaudible).
Teacher: Brilliant. Okay, next group.
Jack: “The feeling of peace has been stolen from our society and taken hostage by who, by people who do not care for our Gods, they have invaded us like when the Romans originally invaded Britain. My childhood will have been drifted into a place of unknown universe by the time the Iron Horse takes over the natural world. It destroys all nature and wildlife which ignores my beliefs, it suffocates all plants and living creatures with its unilluminated clouds of steam, covering the natural sun and moon. With time, our generation will be enchanted, the Iron Horse will pay.”
Teacher: Well done ((applause)) you read that really well, that one. I noticed your tense ((gestures to whiteboard)) Okay, got really good use of tense in there, what else did they do effectively? Do you want to chat about it? Go on, have a little chat.
Class: ((Discuss))
Teacher: ((Moves to near front table)) What do you think were their best points?
Girl 1: I like that they captured
Girl 2: I really like the raw vocabulary.
Teacher: And they used good vocabulary, didn’t they? It was powerful.
Girl 3: They captured the scene by like setting the scene.
Teacher: They did, they captured the scene very well.
Girl 2: And I liked the sentence at the end where it says, “The Iron Horse will pay.”
Teacher: Yeah, it had that hostility that we had yesterday so that reflected the hostility, good. ((leaves table))
Teacher: ((Joins far front table)) Anything that stands out for you on that one?
Girl 4: Yeah, he was reading it loud and clear.
Teacher: He did very well didn’t he? (inaudible) Good
Chanel: And he used …
Boy 1: I wrote down “aggressive language”.
Girl 4: I said that and (inaudible) said that-
Boy: And then I said that …
Chanel: (inaudible) ((Laughs))
Boy 1: I really liked “The Iron Horse will pay”, it’s like a …
Girl 4: It’s a rhetorical question?
Teacher: That’s not a rhetorical question is it but it connects to yesterday, (inaudible)
Chanel: The end is really powerful.
Boy 1: Yes.
Teacher: It is, isn’t it?
Chanel: “The Iron Horse will pay.”
Teacher: ((To class)) Okay. Right, Harry, what was your table talking about then? What was effective?
Harry: We said that it was read out loud and clear and they made it sound like the past and made it change like some things to, how it was in the past and … (inaudible)
Teacher: Yeah, so they linked it to the work that we did yesterday didn’t they? They were reflecting on past times and also what did their ending do? China?
China: Like did it use some pasts?
Teacher: It didn’t use past. ((To far back table)) I'm not going to ask you because you obviously know! Er, Chloe?
Chloe: Did it create suspense?
Teacher: I wouldn't call it suspense …
Boy 2: It was the future, “will pay”.
Teacher: The “will pay”, yes but what does that do to the reader, “The Iron Horse will pay”?
Girl 4: Is it effective?
Teacher: Why is it effective?
Girl 4: Erm, because like he’s, well they’re saying it like, like …
Teacher: It shows you how they feel, doesn't it-
Girl 4: Yeah.
Teacher: So how do they feel?
Girl 4: Like angry because …
Teacher: Angry, what’s the word that we used yesterday, beginning with H?
Girl 5: Erm, (inaudible)
Girl 6: Hostile.
Teacher: Hostile, yeah, that hostility really comes through there and I really like that.
Boy 3: Erm, Jack like made contact with the audience so, so he made eye contact with (inaudible).
Teacher: Brilliant. Okay, next group.
Available Formats
| Format | Quality | Bitrate | Size | |||
|---|---|---|---|---|---|---|
| MPEG-4 Video | 640x360 | 1.93 Mbits/sec | 61.51 MB | View | Download | |
| WebM | 640x360 | 1.46 Mbits/sec | 46.83 MB | View | Download | |
| iPod Video | 480x360 | 520.63 kbits/sec | 16.14 MB | View | Download | |
| MP3 | 44100 Hz | 250.33 kbits/sec | 7.76 MB | Listen | Download | |
| Auto * | (Allows browser to choose a format it supports) | |||||