Take a moment to picture the following two scenarios, and ask yourself the following question: Who is doing the talking?Â
Scenario 1 | Scenario 2 |
A teacher is teaching an 8th grade social studies class. The students are seated in rows and facing the front of the room. Students take about 5 minutes to read with a partner. The teacher pulls a small group of students to read with and provides guided questioning to check for comprehension. Once reading is done, the teacher reviews the critical content and explains complex topics to the whole class. | A teacher is teaching a 4th grade social studies class. The students are seated in groups of 4. Before reading the first two paragraphs of a source, the teacher sets a purpose for the reading by tasking students with finding two characteristics of the ancient civilization that will benefit survival. The teacher reads aloud the two paragraphs, and asks students to turn and talk. Partner A begins the discussion by sharing one characteristic identified in the source and explaining how that characteristic will benefit survival. Partner B adds on by providing an explanation of survival for a second characteristic. |
Who is doing the talking? Other than reading to a partner, the teacher is doing all of the talking in this scenario. | Who is doing the talking? In this scenario, the teacher sets students up for collaboration with the management structure for turn and talk and by providing a reading purpose prior to reading. Students are able to express their understanding more effectively because the teacher facilitated the task and then stepped away to observe and provide feedback. |
Whoever is doing the talking, is also doing the thinking. Speaking is a way we communicate understanding, but it is also a way we process, clarify, and build on new information.Â
Structure is key.
Reality check…no one enjoys posing a question to a group and getting little to no response outside of blank, zombie-like stares. Or, on the flipside, you pose a question to the class, and while the discussion starts on-topic, it quickly devolves into chaos and feels like a mutiny has formed. We have all been there, right?
In order to build genuine student discourse, we have to start off small and structured (i.e. turn and talk, table talk). Once this is manageable, then we can start building in more complex conversation structures (i.e. debates, socratic seminars, open discussions). To avoid chaos (and possible anarchy), take the time to master each level consecutively before jumping into the more student-facilitated strategies. The gradual release of control from teacher to students sets clear expectations, allows time for feedback and adjustment, and intentionally transitions from a lot of teacher talk to more student voice.Â
Review the following levels of structured discourse. What level are your students at? How do you plan to level up your students?
Level 1: Can students answer the question clearly?Â
Start simple.  Â
Consider the goal: students give complete answers.Â
If you want ALL of your students to …Â
- respond accurately to a question/prompt,Â
- communicate complete thoughts, and
- explain their thinking …
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Then your teacher moves need to include …Â
- a model of the expectations,Â
- calling on a variety of students (not just the ones raising their hands), and
- monitor student work and share strong examples during the lesson conclusion.
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This level builds confidence and gets more voices involved.Â
Level 2: Can students build on ideas?Â
This is where it starts to feel like a real conversation.
Consider the goal: students build on others’ ideas.Â
If you want ALL of your students to level up to a more conversational vibe where students …Â
- participate,Â
- add-on with new thinking,Â
- make connections, andÂ
- build understanding …
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Then your teacher moves need to include …Â
- a model of what this looks and sounds like (i.e. fishbowl example),
- give students sentence starters to get them thinking, and
- use simple signals for students to show they would like to add-on without interrupting the person speaking.
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This level prevents the chaos that comes from unorganized verbal shares by providing students with a structure that supports them in building this conversational skill safely.Â
Level 3: Are students asking questions?Â
This is where we let students begin to take the lead.
Consider the goal: students ask questions to build and/or clarify their understanding.Â
If you want ALL of your students to level up to a more inquisitive vibe where students ask questions to:
- clarify something they did not understand,Â
- challenge someone’s perspective, and
- get more information…
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Then your teacher moves need to include:
- a model of what this looks and sounds like,
- give students a list of questions to help them clarify/build understanding, andÂ
- monitor conversations to jump-in where needed to help with questioning. (WARNING: This is NOT the time for you to correct student understanding. This is another way to guide students to practice clarifying on their own. You can clarify anything that doesn’t get addressed during the conclusion of the lesson.)
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This level gets the conversation moving. This skill helps students make connections and dig deeper into ideas rather than just sharing information and agreeing or disagreeing.
Level 4: Are students taking the lead?Â
This is our goal.Â
Consider the goal: students participate in student-led conversations that build and/or clarify understanding.Â
If you want ALL of your students to participate in discussions by:
- sharing answers,
- explaining their understanding,Â
- challenging ideas,Â
- collaborating to get more information, and
- making connections across content …Â
Then your teacher moves need to include:
- taking a step back from leading the discussion,Â
- recording who is participating,Â
- assessing understanding, and
- adding support ONLY when the conversation is not progressing.
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Click here to download a quick reference guide and some example strategies to try out.Â
This level will be a little uncomfortable at first. This skill helps transfer the thinking to the students. It will not be perfect, and that is okay!
Download the printable version of this table as a reference guide to level up your student discourse!
Why This Works
When students do more of the talking:
- Students are able to build their understanding through connections they make.
- Students are more engaged and willing to participate in collaborative activities.Â
- Students take over the thinking.
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And honestly, you get a way better idea of what your students actually know without needing to read their minds.Â
Keep it realistic, and level up when your students are ready for it. Use each level as a stepping stone that will give students the skills they need to participate in big debates or seminars.Â
This isn’t just a strategy. It’s a mindset shift. Just remember: whoever is doing the talking is doing the thinking.
Where To Begin
Not every class needs to start at Level 1. Some students may already be ready for Level 2, or even Level 3, based on what they’ve done in the past. Start with a quick turn and talk. Watch what your students do.
Then, ask yourself the questions for each level:
- If most students meet the goal, move to the next level
- If not, that’s your starting point
The level where students struggle is the level you start with.Â
Long story, short… Less teacher talk. More student voice. Big results.Â
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