Reimagining Classroom Discourse: A Call to Action.
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| Title: | Reimagining Classroom Discourse: A Call to Action. |
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| Authors: | Pelton, Summer (AUTHOR) summer.pelton@slcschools.org, Grabois, Beth (AUTHOR) |
| Source: | Science & Children. Jan/Feb2026, Vol. 63 Issue 1, p15-18. 4p. |
| Subject Terms: | *Discussion in education, *Academic achievement, *Teacher effectiveness, *Teaching methods, *Professional employee training, *Student engagement, Peer communication |
| Geographic Terms: | Salt Lake City (Utah) |
| Abstract: | The COVID-19 pandemic highlighted both the importance of student dialogue and the persistent gaps in achievement. Unstructured peer conversations, while beneficial for engagement, fall short of meeting rigorous academic standards. This article urges educational leaders to prioritize sustained professional learning focused on high-impact instructional practices, particularly the strategic use of student discourse to drive deep learning and improve academic outcomes. From 2022 to 2025, a Title I elementary school in Salt Lake City implemented a monthly engagement strategy to increase student discourse and reduce reliance on direct instruction. The initiative aimed to build teacher capacity for authentic classroom dialogue through progressively rigorous strategies, supported by instructional coaches in Professional Learning Communities (PLCs). This project improved student engagement and fostered purposeful discourse, helping students refine their thinking, articulate ideas, and engage in deeper conversations, improving academic achievement. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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