Improving Teacher Feedback During Action Research Projects
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| Year of publication | 2014 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Empirical research on educational communication has been since the 1970s invariably showing that communication in normal lessons hardly ever deviates from the routine IRF script – i.e. stays within the boundaries of the sequence teacher's initiation, students' response, and teacher's follow up. Teacher's initiations are formed by questions that are plentiful and mostly closed-ended, which means that there is a predefined answer that is viewed as correct and the students' task is to find this answer. At the same time, teacher's questions can be characterized by low cognitive demandingness; they typically require the students to show that they remember previously presented subject matter. In line with the nature of teacher's questions, students' responses are short and succinct (often one-word); most often this involves only an enumeration of memorized facts. Teacher's feedback is laconic; usually a mere statement as to whether the student's response was correct or not. There is usually no expansion of the student's response or provision of a new clue or impulse for further thought. In general, students have only very few opportunities for a more extended expression of their ideas which would require more complex thought processes. |
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