As many of you know, I've been wrestling with how to describe the complex (and sometimes very frustrating) dynamics of Group 6's interactions. By posting some of Emily van Zee's work here, Rachel has provided some great language for describing what I am seeing - in particular, the following:
By reflective discourse we mean classroom discussions during which three conditions frequently occur: students express their own thoughts, comments and questions rather than recite a textbook exposition; the teacher and individual students engage in an extended series of questioning exchanges that help students better articulate their beliefs and conceptions; and student/student exchanges involve one student trying to understand the thinking of another.
In the next few posts, I will try to show several clips that highlight times where one or more of the participants in Group 6 is not participating in (or seeming to value) all of these aspects of reflective discourse: usually the first and/or third criteria.
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