Opening classroom interaction: the importance of feedback.

Smith, H.; Higgins, S.

Abstract

Efforts to encourage 'interactive practice' in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation. This article uses evidence gathered from a large-scale research project examining classroom interactions during literacy and numeracy lessons, and the researchers' ciritical reflections upon this process, to examine conceptions of interactive pedagogy. It is argued that in order to 'open' classroom interaction, emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils' responses to questions. Episodes of classroom interaction from video recorded literacy and numeracy lessons taken as part of the study are used to support this argument. They present evidence of teacher behaviours in reaction to pupils' responses which succeed in facilitating a more interactive learning environment. The implication that such behaviour will contribute towards a model of effective interactive practice is also discussed.

Citation

Smith, H., & Higgins, S. (2006). Opening classroom interaction: the importance of feedback. Cambridge Journal of Education, 36(4), 485-502. https://doi.org/10.1080/03057640601048357

• Journal Article Type: Article
• Publication Date: 2006-12
• Journal: Cambridge Journal of Education
• Print ISSN: 0305-764X
• Electronic ISSN: 1469-3577
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 36
• Issue: 4
• Pages: 485-502
• DOI: https://doi.org/10.1080/03057640601048357
• Public URL: https://durham-repository.worktribe.com/output/1581412