On "Social Loafing" -Getting more value from "Turn and Talk"/ The Science of Talking in Class

Getting More Value from “Turn and Talk” (from MM 826)

            In this Forbes article, author Natalie Wexler describes what she often sees in classrooms when the teacher tells students to turn and talk about something just taught:

-    Students talking about the intended topic but not making any sense;

-    Students having a lively discussion on a different topic;

-    Capable or assertive students holding forth while others listen – “social loafing”;

-    Students staring into space waiting for the teacher to say time is up;

-    A very noisy classroom, making it difficult to hear, also inviting off-task behavior.

Teachers may suspect that their turn-and-talks aren’t that productive, but many believe their administrators expect this pedagogical move to be used in every lesson.

            “To be sure,” says Wexler, “there’s truth to the idea that interaction has educational benefits. Learning doesn’t happen unless students are engaged, and group and pair work can be very engaging for students. But it’s possible to have engagement without learning.” Here are some research-based ways to get maximum value from turn-and-talks:

-    Make sure students understand what they’re supposed to be discussing, starting with enough factual information and a clear and interesting prompt.

-    Give students guidelines and protocols that help them debate and negotiate – for example, “Make sure you understand your partner’s perspective.”

-    The quality of turn-and-talks can be enhanced if students are asked to write silently before discussing with their group.

-    Pair sharing can be especially helpful in world language classes, giving students more practice using the language without the pressure of performing for the whole class.

“Why Teachers Need To Do More Than Have Kids ‘Turn and Talk’” by Natalie Wexler in Forbes, February 9, 2020, https://bit.ly/2TxOfCH 

***

Studies suggest how to guide students for productive discussions and group work

Yet when teachers open the classroom to group work and children’s chatter, peer learning can seem like a waste of time. Students often veer off-task, talking about Fortnite or Lizzo. Noise levels rise. Conflicts erupt. Are they really learning? Whether it’s productive to allot precious classroom minutes for children to talk with each other remains a debate with practical consequences.

Students didn’t always learn more from interacting with each other than working alone in the 71 underlying studies. The ones that produced the strongest learning gains for peer interaction were those where adults gave children clear instructions for what do during their conversations. Explicit instructions to “arrive at a consensus” or “make sure you understand your partner’s perspective” helped children learn more. Simply telling students to “work together” or “discuss”  often didn’t generate learning improvements for students in the studies.

source: Hettinger report: https://hechingerreport.org/the-science-of-talking-in-class/