Here’s an idea for a potential research project by a curious learner. With due respect, I wonder if teachers talk too much in classes. Tablet PCs provide audio recording and speech-to-text features that a researcher can use to collect data that addresses this question.
Decades ago, I watched Roger conduct part of a research project for his master’s degree in experimental psychology. Roger rigged a cigar box with sticks that a subject must twist, push, and pull in a specific sequence in order to open it. Students learned to open the box, and then told their mothers how to open it.
Mothers and sons who received public welfare opened the box faster and with fewer words said than mothers and sons from middle class families. Faster sons told mothers what to do one step at a time. Middle class sons talked about things related but not crucial to opening the box. Roger’s advisor accepted his master’s thesis study write-up. I don’t know what else happened with that study.
I’ve noticed, and probably others have also, that most teacher talk in classrooms seems to consist of discussions and interpretations “about” something. Less talk seems to contain descriptions “of” the code (formula) needed to complete the lesson successfully, promptly, and efficiently.
Learners appear to monitor, not listen to what teachers say. Few students can repeat word for word what a teacher has said. Few teachers say they can repeat word for word what they said at the end of any lesson. I’ve also noticed that few teachers can recite a topic sentence for a lesson that summarizes all necessary content and logic.
To me, the question is, which words can a teacher skip without reducing student learning rates? Every fourth word? Second word? Remove all adjectives? Adverbs? Parenthetical phrases?
With fewer words spoken by teachers, which student demographic cohorts would increase their learning rates?
Please let me know, if this topic interests you for research or some other reason.
I’ve noticed some of this to be true. It’s interesting how students interact in a computer lab, where the computer is the ‘lead personality’. Younger students (17-22) do more multi-tasking, and often talk while they are working. Older students (50+)tend to prefer working independently, and when asked by instructors if they need assistance almost all answer ‘no’ unless they intiate the conversation.
I hadn’t considered multitasking and monitoring of other people’s talking as clearly as you describe this relationship. Should have, in part because that’s what I do also. 🙂 Thanks also for noting differences in ways age cohorts of students work in your computer lab. Readers, if you have not already done so, please click on j sotir blue link and check out the blogs of this 5+ year experienced blogger. I’ve gained from reading the Technology for the Adult Education Instructor blog for a couple of years. Perhaps you’ll find at least one blog on this list useful to monitor also.
Great idea for research. Other aspects of this “teacher talk” in the classroom is that if the teacher is talking, students are not. Also, if the teacher is talking and students retain less than X% after three weeks, what is the use of that much talking? Also is if the teacher is talking, repeating the same thing more than needed, does it reduce the power of what the teacher says (i.e., no need to listen as the teacher will say it again later)?
Good ideas, Travis. Let us know, if you or someone else decides to study teacher talk. I’m curious what they find out. Your plus other ideas could turn into a good research class term paper and pilot project.