• Alif Fakkar posted an update 8 months, 1 week ago

    Discourse Analysis Journal Review #1

    Name: Rebuilding Teaching Professionalism: Teacher Reflection and Instructional Redesign through Classroom Discourse Analysis

    Author: Jennifer E. Moore and Jessica L. Hoffman

    Source: Ohio Journal of English Language Arts. 2012, Vol. 52 Issue 1, p27-38. 12p. 2 Charts, 1 Graph.

    This article discusses how one teacher, with the guidance of a professor, analyzed the discourse in her classroom to reflect and refine her instructional practice.

    Jennifer Moore is a young language arts and social studies teacher serving grades 4 to 6 at an elementary school. In her classroom, she has established an environment that encourages critical thinking and collaborative discussion. The classroom is arranged in four table groups, with about 6 students in each table to encourage discussion. To promote fairness and to allow all students’ to voice their opinions, she typically encourages turn-and-talk situations or designs lessons in a manner that requires total student participation in a discourse.

    For this article project, she recorded a twenty minute audio of an introductory economics lesson during an afternoon social studies class.

    By analyzing the transcript of her classroom discourse, Mrs. Moore reports that she has encouraged a very positive collaborative climate for classroom discourse and is able to scaffold a lesson in a manner that helps students to remember, comprehend, and apply their knowledge. However, she is disappointed that although her lesson is planned to be an inquiry-based exploration, she primaly focuses students to match terms in their textbook with the definition she provides, which does not provide much opportunity for metaprocessing beyond remembering.

    Based on her analysis and reflection on the lesson’s transcript, Mrs. Moore designed some refinements for her future lessons such as:

    – Continue to activate students’ prior knowledge and synthesize learning across content areas whenever possible

    – Engage students in more inquiry-based activities for vocabulary exploration (i.e. What do we need in order to produce a good?) rather than information recall and matching exercises

    – Seek inquiry-based approaches to foster discussion and inquiry among students when introducing a new concept or lesson

    – Reduce the number of lower-level thinking activities utilized in classroom discourse (Remembering, Understanding, Applying) unless scaffolding knowledge for students.