Fostering Classroom Discussions for Deeper Learning

In today’s school environment, fostering deep and engaging classroom discussions is essential for promoting critical thinking and student engagement. Traditional question-and-answer formats often limit the depth and engagement of these conversations. Teachers can use specific response strategies to encourage students to elaborate, justify their thinking, and engage in collaborative problem-solving to encourage more meaningful and productive discussions.

Teacher Response Strategies and Examples – Talk Moves

Teacher response strategies refer to educators’ intentional techniques and approaches to interact with students during classroom discussions. As Michaels & O’Connor (2015) highlighted, these strategies, often called “talk moves,” are tools teachers can use to guide and enhance academic discussions. These moves can be broadly categorized into two main types: Say More and Press for Reasoning.

• Say More strategies aim to encourage students to elaborate on their answers. Examples include asking questions such as “Can you say more about that?” or “Can you give us an example?” Teachers can deepen their understanding and encourage critical thinking by prompting students to expand on their initial responses.
  
• Press for Reasoning strategies focus on getting students to explain their reasoning and understanding. Questions such as “Why do you think that?” “What is your evidence?” and “How did you arrive at that conclusion?” can help students develop their ability to justify their ideas and think critically about different perspectives.

What are the benefits of better classroom discourse? By using these moves to foster better classroom discussions, teachers can:

• Encourage Student Participation: Students will feel more comfortable and capable of sharing their thoughts and ideas. A genuine discussion involves multiple voices, not just a teacher and a few dominant students. 
• Cultivate Active Listening: Students will learn to listen attentively and try to understand their classmates’ perspectives. The goal is shared understanding and building upon each other’s ideas, not simply taking turns to speak. 
• Promote Deeper Reasoning: Discussions will challenge students to think critically and support their ideas with evidence. Teachers must consistently push students to elaborate on their reasoning and justify their claims. 
• Engage in Collaborative Thinking: Students will actively respond to and build upon their peers’ ideas. This interaction sparks genuine intellectual exchange and fosters a vibrant learning environment.

Talk Moves Classroom Example

For example, I recently observed a geography lesson about the physical features of the earth that encompassed the four goals of productive discussion (listed above). Reflect on how this teacher used Talk Moves to ensure students engaged in deeper conversation. 

The teacher began by asking students to discuss with a partner the previous lesson’s introduction to the earth’s oceans and continents: 

• Teacher: What are the seven continents?
• Students: North America, South America, Europe, Asia, Africa, Australia, and Antarctica.
• Teacher: What are the names of the five major oceans?
• Students: Atlantic, Pacific, Indian, Arctic, and Antarctic.
• Teacher: Recall the characteristics of continents. Then, each partner write a quiz question that can be answered by the characteristics you discussed. Quiz your partner and make sure you agree on an answer.

The lesson then continued with examining the other types of landforms on Earth, specifically islands and peninsulas. The teacher included examples of both that students could connect to (Florida and Hawaii) and might find interesting (Iceland and Greenland). She then posed a question that connected the students’ retrieval practice about continents to what she just presented about the other landforms: Why is Australia a continent and not an island? She asked pairs to discuss before starting the whole group discussion.

• Student: We said it is a continent because of its size. It is way bigger than an island, like Hawaii.
• Teacher: That’s a good point. Why else might people think Australia is an island?
• Student: Because it is surrounded by water.
• Teacher: So, islands are smaller than continents and surrounded by water. But are all islands small? Can you think of any examples of large islands?
• Students: Greenland.
• Teacher: So, it is possible an island can be big. What other characteristics can help us distinguish continents from islands?
• Student: Continents may have land borders, too, while islands are always surrounded by water.
• Teacher: Right. What continents are examples of that?
• Students: Europe and Asia.
• Teacher: Are there other factors that might help us recognize that Australia is a continent?
• Student: Maybe the population? If a lot of people live there, it’s more likely to be a continent.
• Teacher: What led you to that conclusion?
• Student: Australia has a lot of people, which means it is probably a continent. But Greenland is really big and doesn’t have a lot of people there. So, it’s an island.
• Teacher: Do islands always have small populations? 
• Student: Not always small, but smaller than most continents because continents have more land for people to live on. 
• Teacher: That’s a good point. It seems like there are a lot of factors to consider when determining whether something is an island or a continent. Summarize the main points we’ve discussed so far with a partner.

She then asked for volunteers to share out. She directed students to paraphrase this summary and add other essential details from the discussion to their notes. 

In this scenario, the teacher anticipated the possible misconceptions students would have about continents and islands and planned an opportunity for them to consider these misconceptions and make connections to their earlier learning about continents’ characteristics. She was prepared for students to engage in discussions both collaboratively and as part of a whole-class activity. 

Integrating Talk Moves Effectively Into Classroom Discussions

Teachers may struggle to respond “in the moment” to use the discussion strategies, and instead may ask questions that funnel students toward predetermined pathways (Brendefur and Frykholm 2000; Hufferd-Ackles, Fuson, and Sherin 2004). 

To elicit students to Say More or to Press for Reasoning, consider four critical factors of designing productive discourse with Talk Moves: 

1. Seamless Integration into Curriculum:
   When facilitating discussions, it’s essential to clearly understand your learning goals and the evidence students can provide to demonstrate their understanding. Design your questions and talk moves to align with these objectives. This requires careful planning and evaluation of your lesson’s learning goals, considering what evidence students may provide and the key talking points to be addressed. For example, in the geography scenario, the teacher planned questions around the Learning Goals: Describe the characteristics of important landforms and Analyze various landforms embodying different characteristics.
   
2. Modeling the Moves:
   Demonstrate how to use Talk Moves in your subject area to set a standard for thoughtful discussion. For example, Press for Reasoning by asking, “What evidence do you have for that conclusion?” After a student’s claim, use the same question in your own paraphrase or explanation, demonstrating how to Say More or justify your reasoning. This not only models for students but also establishes a standard for thoughtful discussion across disciplines.
   
3. Creating Subject-Specific Scenarios:
   Plan specific questions that may be adapted to support Talk Moves within the specific context of your subject. 

• Literature Discussion:
  • Student: “I think it means the character is sad.”
  • Teacher (Say More): “Interesting observation. What specific words or phrases in the text led you to that conclusion?”
  • Teacher (Press for Reasoning): “How does this description contrast with (an action taken by the character)?”
• Science Experiment:
  • Student: “The plant grew taller in the dark.”
  • Teacher (Say More): “Can you explain your reasoning behind that statement?”
  • Teacher (Press for Reasoning): “Where can we find the evidence to support this statement?”
• Math Problem-Solving:
  • Student: “I got the answer, but I’m not sure how.”
  • Teacher (Say More): “Let’s break down the problem step by step. What was the first thing you did?”
  • Teacher (Press for Reasoning): “What step is most likely missed when solving this type of problem?”

4. Encouraging Peer Interaction –
   Implement peer-led discussions where students practice using Talk Moves among themselves to promote equity and ensure all students’ voices are valued.  For example, after students discuss a topic, they should practice pressing each other to determine the reasoning behind their interpretations. Next, they Say More by repeating the conversation with a partner, this time focusing on their use of specific academic language. Then, they Press for Reasoning even further by repeating the discussion a third time, asking and answering questions like, “Do you agree that …? Why or why not?” or “How does … contrast with …?” 

Two More Classroom Discussion Strategies to Promote Talk Moves

1. Praise the Pause: State the following before you expect students to respond to a question: “I’m about to ask you about X—prepare to respond to the question with an answer, an answer, and an example to support your idea or a different question.” Preparing students with thinking time will better prepare them to Say More or Press for Reasoning.
2. Conjunction Connection: After a key point in the discussion introduces a relationship among ideas, restate it for students and ask them to say more by adding a conjunction to continue the conversation: because, but, or so (or try subordinating conjunctions: although, before, and if). 

For example: 

• A solid melts to form a liquid because heat or pressure causes the ordering of molecules to break down.
• A solid melts to form a liquid, but it can also sometimes sublimate to form a gas.
• A solid melts to form a liquid, so a glacier is really water waiting to happen.

By strategically integrating Talk Moves into your classroom, you can create a more engaging and intellectually stimulating learning environment that fosters deeper understanding and critical thinking. Remember, effective response strategies are not just about asking questions; they are about guiding students toward more profound levels of thinking and encouraging them to actively participate in the learning process.

By modeling the use of Talk Moves, creating subject-specific scenarios, and encouraging peer interaction, you can empower your students to become more critical thinkers, effective communicators, and engaged learners. Ultimately, the goal is to create a classroom where every student feels comfortable sharing their ideas, listens attentively to others, and actively participates in meaningful discussions.

Questions for Teachers and Administrators

For Teachers:

• Implementation: What feedback have you received from students and colleagues on your use of organization and questions in classroom discussion? What challenges or successes have you encountered?
• Student Engagement: Have you noticed any changes in student engagement or participation since implementing Talk Moves? If so, what are they?
• Student Learning: Have you observed any improvements in student learning outcomes, such as critical thinking or problem-solving skills?
• Professional Development: What professional development opportunities or resources have been helpful in learning and implementing Talk Moves?

For Administrators:

• School-Wide Adoption: How can we encourage all teachers to adopt Talk Moves in their classrooms?
• Professional Development Support: What kind of professional development opportunities can we provide to help teachers effectively implement Talk Moves?
• Assessment and Evaluation: How can we measure the impact of Talk Moves on student learning outcomes?
• Collaboration and Sharing: How can we foster collaboration among teachers to share best practices and support each other in using Talk Moves?

Next Steps for Teachers and Administrators

For Teachers:

• Reflect on your current practices: Consider how you currently facilitate discussions and identify areas where you can incorporate more Talk Moves. 
• Set specific goals: Establish clear goals for using Talk Moves in your classroom, such as increasing student participation or promoting deeper thinking. 
• Plan and practice: Develop lesson plans incorporating Talk Moves and practice using them in your classroom. 
• Seek feedback: Ask colleagues or administrators for feedback on your use of Talk Moves. 
• Join professional learning communities: Connect with other teachers who are interested in using Talk Moves to share best practices and learn from each other.

For Administrators:

• Provide Professional Development: Offer workshops or training sessions effective questioning techniques and classroom discourse.
• Create a Supportive Culture: Foster a school culture that values open-ended questions, critical thinking, and collaborative learning.
• Encourage Collaboration: Create opportunities for teachers to collaborate and share best practices regarding talk moves.
• Monitor Implementation: Regularly look for teachers’ use of talk moves and provide feedback on the quality of student responses, as well as the accountability of students in the discussion.