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Generating inclusive discussions
See B1; B2; F1; M3; T2; J1; Y1; N1.
How do teachers organise whole class discussions so that all students take part? In short clips we cannot see the work that goes on over time to ensure that all students feel able to participate but we can show the result of this work. In B1 the teacher is allowing calling out, but in B2 he directs questions at named people. In B1, F1, and M3 ideas are thrown back to students for further consideration. In T2 a large part of the lesson is a discussion about possible relationships in student-generated data, so students seem keen to talk about their own data. J1 provides a language-frame (the word 'because') to be used in student-contributions and Y1 emphasises the use of technical language. In N1, the teacher has generated a multi-layered discussion about rotations and then summarises by referring back to their immediate experience of the discussion.
