Theoretical Underpinnings of a Low-Inference Discourse Observation Tool: Looking at Indicators of Productive Classroom Talk

• In Event: Tracking the Development of Classroom Discussion: What Can a Low-Inference Measure Tell Us?

Abstract

1. Objectives: Many researchers have studied the complexities of classroom discourse, yet we are still learning what elements are crucial to tracking its development. Dialogue in classrooms varies according to subject matter, participant structure, developmental maturity, etc., so how can we observe students’ and teachers’ capacity to engage in productive talk through this forest of particularity?

Most observational tools intended to track the development of classroom discourse seek to identify the discursive behaviors of the students and the teacher. Unfortunately, these seemingly simple dimensions are not completely straightforward. And if we look for signs of development that involve identifying teachers’ or students’ complex intentions (e.g. “encouragement” or “transactivity” (Berkowitz & Gibbs 1983)), we run into reliability issues. On the other hand, zero-inference dimensions like counting words per student utterance, tracking the ratio of teacher to student words, and noting the number of transition words (“but,” “however,” “therefore,” etc.) indicate important developmental shifts, yet provide us with little insight into how classroom dialogue may have advanced during a discussion.

The purpose of the LIDO is to track discourse indicators that are conducive to quality classroom discussion. This tool is usable across multiple grades and content areas, and can convey a reliable picture of the development of classroom discourse in both treatment and control classrooms.

The aim of this paper is to introduce the goals and theoretical assumptions behind the design of the Low-Inference Discourse Observation tool, and to review its contents in order to allow the audience to assess the material in the second and third presentations.

2.Theoretical Framework: The framework of the LIDO draws observations and analysis of discourse in the classes of teachers conducting discussions in grades K-7 (Author 2001, 1999, 1996; in press), as well as overlapping indicators of quality talk identified by leading researchers and theorists in the field of K-12 classroom discourse (Mercer, Wegerif, & Dawes, 1999; Nystrand, Wu, Gamoran, Zeiser, & Long, 2003; Authors, 2007; Authors, 2008). The LIDO’s components identify a variety of student and teacher talk moves that signify cognitive collaboration conducive to deepening students’ overall comprehension of subject matter, analytic reasoning, and prosocial development. The tool itself reflects these dimensions, but also includes observational components filled in by on-site observers that allow for post-hoc reconstruction of the activity based only on an audio recording.

3&4. Methods and Data sources: As the purpose of this presentation is to justify and demonstrate the contents of the LIDO, materials include classroom transcript excerpts based on audio and video recordings made in 4th-7th grade classrooms.

5&6 Conclusions and Significance:
This research has the potential to benefit both researchers and practitioners within the field of education, across all subject areas and grade levels. By clearly identifying powerful student and teacher moves within classroom dialogue, researchers and practitioners will more easily be able to replicate and promote effective discussions in classrooms.

Authors

• Tracy Elizabeth, Harvard University

• Catherine O'Connor, Boston University