Practically Theorizing the I and F of Discussion-Based Teaching I

• In Event: ICA Plenary Interactive Paper/Poster Session I
  In Interactive Paper Session: Philosophy, Theory, and Critique Interactive Poster Session

Abstract

Informed by the conference theme and addressing the topic of the life communication skills students practice in the classroom, this paper examines the discussion-based variant of the traditional direct instruction based triadic I-R-E/F classroom participation structure. Implementing grounded practical theory, idealized reconstructions are made of the instructional communication practice, instructor-facilitated collegiate classroom discussion (IFCCD), on three levels: interactional dilemma, situated ideals, and talk/discourse techniques. In the reformulated participation structure, the instructor retains the first and third-turns, but the conversational work done in these turns is qualitatively different. The first-turn accomplishes invitation rather than initiation and the third-turn is primarily dialogic follow-up accompanied by evaluation and feedback rather than being primarily the latter two. These instructor turns are examined in depth in two classrooms where the instructors consistently facilitated engaged and participatory discussions. These case studies show the theoretical, practical, and life skills relevance of this scholarly approach and discussion-based teaching.

Author

• Heidi Lynn Muller, U of Northern Colorado