More Micro-conversations on Learning

APS Links: 

3.5 Use effective classroom communication

4.3 Manage challenging behaviour

 

Micro-conversations are used all the time in the classroom from explicit management directions, to longer sentences with students individually or small groups. They collectively can be broken into:

  1. Learning micro-conversations
  2. Management micro-conversations

Depending on the class, the percentage of micro-conversations may significantly outweigh the learningmicro-conversations and when you consider the traditional classroom, those learning micro-conversations are only for a select few!

 

In a flipped classroom, the percentage of learning micro-conversations increases AND you have them with EVERY student.

The short video below shows a senior Chemistry class preparing for a major exam. They watched

revision videos and completed online questions. As the lesson moves along, I move around the room and speak to every student and have micro-conversations around their understanding of content. I then have a second micro-conversation that is specific to their test results obtained by the LMS (seen when I and the students are at the front laptop).

 

Greater formative feedback…… differentiation on the ‘fly’

These micro-conversations allow personalisation of learning for each student. The result of these conversations then allows:

  • The identification of misconceptions on content for every student
  • Re-allocate students to specific groups based on their understanding of course content or types of misconceptions.
  • Set up opportunities for Peer Tutoring (students who have a greater understanding may teach those who are struggling)
  • Teacher or even student made video of these misconceptions. This reinforces the content with current students and is available for students in subsequent years.
  • Allows students to pose questions that are outside the current concepts and thus can extend high ability students. Gives them possibilities to research and maybe present their findings to the class at a later date or even make their own video on that research.
  • The teacher more opportunities to guide those students who are struggling. These micro-conversations then allow those students with low self-efficacy in Science to improve their experience in Science with guidance which may then allow them to alter their self-perceptions on the subject. Rather than possible in the traditional classroom where they would sit in silence until the answers became available.

 

Micro-conversations and Problem Solving

Students have their video notes out while they do the in-class activities. This can be used as a point for the teacher to construct questions that link the info on their notes to the current problem / activity etc.

 

 

 

As you may now appreciate, Flipped Learning allows the teacher to effectively use the increased number of learning micro-conversations to differentiate instruction in the group space. If you have other experiences, please comment below.

Until next time..

yours educationally,

Mr Darin Carr

 

About Mr Carr

Science / Chemistry / Physics Teacher "ALWAYS strive to improve in ALL things!"

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