Before You Watch

Reflect on Your Experience

1. What kinds of classroom conversations do you have with your students? What is your role in each kind of conversation? What is the students' role?

2. How do you determine what kinds of questions you will ask? For example, in what situation might you ask a question that prompts a short response, showing a student's understanding of the material? In what situation might you ask a question that leads to a more extended conversation?

3. As a general practice, how do you respond after a student has answered a question? For example, do you tend to tell the student whether his or her answer is correct or not, or do you ask a follow-up question? If you use different kinds of responses, how do you determine when to use each one?

4. What guidelines do you set for students when they converse in small groups?

Examine the Research

Article

1. Write a description of the Initiation/Response/Evaluation (IRE) pattern in your own words. To what degree do you think the IRE pattern is evident in your classroom conversations? In what kinds of situations do you tend to use this communication pattern with students?

2. Describe the Initiation/Response/Follow-Up (IRF) pattern in your own words. To what degree do you think the IRF pattern is evident in your classroom conversations? When do you typically elect to use this pattern?

3. Using examples from the article, describe the effect that moving toward IRF or instructional conversations (ICs) seems to have on student learning.

4. What kinds of strategies might help a teacher move his or her pattern of communication toward IRF? What are some classroom activities that could help students move toward having more spontaneous conversations? What question types tend to limit conversation? What types result in more extended talk?

5. What adaptations might you make to the patterns of communication in your classroom? What are some of the challenges of integrating IRF patterns into classroom conversations?