Comparing and contrasting discussions and recitations was useful in understanding how teachers can structure their lessons to make learning most meaningful to students. It was most evident how both discussions and recitations have benefits and drawbacks. After completing the reading, I believe that it is necessary to include both types of instruction in the classroom. However, it is also necessary to know how both types of instruction differ. For example, discussion is useful for students to share ideas and learn different view points. If I want my students to share ideas and learn what other are thinking, it is important that I am creating a discussion, and not asking them questions with single answers that I respond to. If I do not know what a discussion is, then I might think I am creating one when in reality I am not. To ensure that I am giving children an appropriate mix of discussions and recitations, then it is essential that I know what each type of instruction includes.
In my classroom, I am seeing a mix of both discussion and recitation. There are times where the children recall facts, and other times where they are asked to share their ideas, or any connections they may have between real life experiences, and the text. Often the head teacher shares her personal experiences, creating discussion and modeling how children can internalize the text.
It is obvious that the children have had practice with both types of instruction. The teacher uses cues as to the questions she asks, to help the children know what type of response is expected of them. She also will physically change how the children are sitting (by having them move to groups). When this happens, it is a cue to the children that they will be discussing their ideas in these small groups, and not recalling facts. Fact recall is more common during social studies, when all the children are in their assigned seats.
In order to ensure that all children talk and share their ideas, my head teacher often has the children share in small groups, or do quick writes. This way those children who are not comfortable sharing with the entire class can share in a more comfortable, private way. My teacher may also "beg" and ask different students to share their thinking. When doing this, she often re-assures the children that she wants to know what they are thinking or what they are doing, so that she can understand if they are getting the right ideas, or where they need help. After she states how she just wants to know, and that she will not judge them based on how correct or incorrect the answers are, then the students are more willing to share.
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Katie-
ReplyDeleteI also think that it is very important to find a balance between discussions and recitations in order to assure that students are getting a maximized learning experience. I also think, though that it is important to know your students and be sensitive to each of the learning styles that they are most successful with because there are certain students where a discussion would just be too stressful for them because they are forced to participate. Due to their high level of anxiety, they are unable to focus on the material and therefore not learn as much.
It is very interesting how you see this going on in your classroom because I have seen similar things in mine. Many of the students are afraid to volunteer their answers until someone else does before them so there is less pressure. Isn't it interesting to see that even though we have grown to college-level students, there are times when we still share these same characteristics with young students?