Creating a classroom environment where pupils openly explore ideas
Written By: Author(s): CUREE
4 min read
Practical approaches for interactive learning
Feedback that opens up thinking and discussion involves engaging with responses to questions and offering pupils opportunities to express themselves. Classrooms where effective interactive learning takes place are characterised by use of feedback to create a conversational environment.
This research review outlines some practical approaches to two-way feedback and open questioning, drawing on two school-based case studies.
Two-way feedback in the classroom
Two-way feedback involves a sustained and iterative cycle of information exchange, designed to help pupils and teachers refine and focus their contributions and make progress towards learning goals. The exchange during questions between pupils and teachers can help teachers evaluate the effectiveness of their support and refine their approach to helping pupils engage with both the content and process of learning (Coe et al., 2014).
Making questions more explicit and visible enhances communication and helps create an environme
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This article was published in May 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
- Attard, S. (2008). Whose voice is important in decision-making in a primary school? National Teacher Research Panel.
- Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching. Review of the underpinning research.
- Haynes, J. (2002) Children as Philosophers learning through Enquiry and Dialogue in the primary classroom. London: Routeledge Falmer.
- Higgins, S. and Smith, H. (2006). Opening classroom interaction: the importance of feedback. Cambridge Journal of Education. 36(4), pp. 485 – 502.
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