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Rich Classroom Discussion: One Way to Get Rich Learning


by Ronald Gallimore, James Hiebert & Bradley A. Ermeling — October 09, 2014

“Rich classroom discourse” has long been valorized by education reformers who object to teacher domination of classroom discussions. Is the greater use of RCD key to intellectually inspiring and challenging classrooms? Perhaps instead of focusing on increased use it’s time to ask what specific role for RCD might be realistic and yield learning outcomes educators value? The best chance for progress is to link this question to another one: how to create rich learning opportunities for achieving more advanced competencies. Strategic deployment of RCD for well-defined instructional purposes seems a more realistic vision than advocating greater use without respect for why, when, and for whom. Finding RCD’ proper role requires at least three conditions. Sustained collaboration between teachers and researchers. An ongoing study of curriculum and practice to identify pivotal RLOs in each unit or project and which might benefit from RCD. Supporting teacher development of the professional judgment to skillfully manage complex decisions with each population and generation of students they teach, so they deploy the best instructional choices.


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Cite This Article as: Teachers College Record, Date Published: October 09, 2014
http://www.tcrecord.org ID Number: 17714, Date Accessed: 10/23/2017 4:11:23 AM

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About the Author
  • Ronald Gallimore
    UCLA
    E-mail Author
    RONALD GALLIMORE, Distinguished Professor Emeritus
  • James Hiebert
    University of Delaware
    E-mail Author
    JAMES HIEBERT, Robert J. Barkley Professor of Education
  • Bradley Ermeling
    Pearson Research and Innovation Network
    E-mail Author
    BRADLEY ERMELING, Principal Research Scientist
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