Talking to Learn
According to Tanner (2009), there are too many lectures taking place in which learners take a passive listening role. He discourages the teaching approaches used in introductory biology courses that require the student just to listen to the instructors. Many instructors agree that letting students participate during lectures is a good thing. However, they are not sure how to make it happen.
Talking to learn during biology lessons can begin with small Student Talks. This can help build the instructor’s skills in incorporating learners’ participation in the learning sessions. There are two primary reasons talking to learn; is such as great idea: 1) learners are part of the process and their participation is critical in assessing their understanding of the concepts under study and processing of new information and 2) it is one of the easiest methods of teaching and learning. This approach is not controversial in any nature, and it is widely accepted. In addition, it makes it possible for the learners and instructors to implement other learning processes, including such as cooperative learning, case-based learning and peer-led team learning.
One of the greatest barriers to Student Talk is asking of closed-ended questions by the instructors. These questions demand one-word response or very particular responses with little, if any explanations. Yes and no responses deny the learners a chance to respond and discuss content under study in their own words. To circumvent this barrier, it is important that instructors pose questions not as questions per se, but rather as topics to be discussed during the sessions.
The other common barrier that limits Student Talk is fear of looking stupid or being judged wrong. Teachers can work towards fostering a classroom culture that is not so focused on correct answers only but rather the understanding of the concept and broadening of the of the minds of the learners. This can dispel the notion that learners who respond to teachers’ questions are only those with the correct responses. Here, instructors can reinforce Student Talk by asking simple questions and providing support to learners who come up with alternative responses and above all instructors must refrain from ridiculing broad minded learners. Additionally, giving smaller reading assignments to learners will broaden the scope of the index learners.
The big question that lingers in the minds of many is what the instructors ought to be doing when the learners are talking. Tanner (2009) provides an adequate response to this question. He asserts that instructors should listen to what the learners are saying during Student Talk. More often, the instructors are tempted to go over their notes and make announcements during Student Talk. Tanner (2009) discourages that and insists that it will immensely benefit the instructors by just listening to students as they make their presentations in pairs or groups. Teachers can walk around without disturbing the conversations among learners during sessions. They are allowed to listen without commenting or facilitating whatsoever.
In a nutshell, Student Talk is integral to student learning. Moreover, the teaching stratagems essential to promote Student Talk are easily available to all science instructors and, more importantly, are appropriate to instructional setups of any kind. Irrespective of whether ones’ instructional philosophy is largely inclined to the conventional teacher-on-the-dais lectures or highly interactive-learning tactics, Student Talk is readily incorporated into the learning in as little as less than ten minutes. Jointly, these viewpoints reveal that with considerably little effort, teachers can advance Student Talk as a more often as expected during biology lessons to impact the learning process in a positive way.
References
Tanner, K. D. (2009). Talking to learn: why biology students should be talking in classrooms and how to make it happen. CBE-Life Sciences Education,8(2), 89-94.
