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Akademik Tartışma Modeli: Boyutları ve Türkçe Derslerinde Uygulanması

Yıl 2022, Cilt: 10 Sayı: 1, 1 - 14, 28.01.2022

Kübra Özçetin , Latif Beyreli

https://doi.org/10.16916/aded.1031653

Öz

Bu çalışmada sınıf içerisinde öğretmen-öğrenci ve öğrenci-öğrenci etkileşimiyle öğrenmeye katkı sağlayan ve iş birlikli öğrenmeye dayalı bir model olan Akademik Tartışma Modeli’nin (Accountable Talk) tanıtılması amaçlanmıştır. Her disiplinde (branşta) ve her sınıf düzeyinde uygulanabilecek olan bu modelde öğrenciler ele alınan konu hakkında, belirli kurallar dâhilinde birbirleriyle konuşarak yeni fikirler üretirler. Model kendine has kurallarıyla geleneksel tartışmadan farklılaşır. Sınıf ortamında çeşitli alt kategorilere ayrılan bu kuralların bir bölümü, bilginin doğruluğunu sağlamaya yöneliktir ve öğrencilerden bilgiyi sorgulaması, kaynağa dayalı bilgi sunması istenir. Bir bölümü muhakeme becerilerini geliştirmeye yöneliktir ve öğrencilerin görüşlerini gerekçelendirmelerini, dinledikleri iddiaları değerlendirmelerini, karşılaştırmalar yapmalarını, bunların mantıklı olup olmadığını sorgulamalarını, tartışmada sunulan bilgilerle öne sürülen görüşleri sentezleyerek bir sonuca varmalarını sağlar. Bir bölümü ise öğrenmenin sınıf içi etkileşimle gerçekleşmesini ve öğrencilerin tartışma kurallarına uyarak, birbirlerinin görüşlerini dinleyerek yeni fikirler geliştirmelerini amaçlar. Uygulama sürecinde öğretmenler için hazırlanan “konuşma kalıpları” uygulamada öğretmenlere rehberlik yapmaktadır. Bu çalışmada modelin tanıtımı, kapsamı ve içeriği hakkında bilgi verilmiş; ayrıca Akademik Tartışma’da öğretmenler için örnek konuşma kalıpları sunulmuştur.

Anahtar Kelimeler

Akademik tartışma modeli okuma eğitimi iletişim beceriler

Kaynakça

  • Bellamy, L. (2016). Classroom environment: Content analysis examining characteristics of classroom environments that affect student’s academic achievement (Unpublished doctoral dissertation). East Tennessee State University, Educational Leadership, Johnson City, USA.
  • Boston University, School of Education Research. (2004). Project challenge: Identifying and developing talent in mathematics within low-income urban schools. Chapin, S., & O’Connor, M. C. tarafından yazılmıştır. (Rapor numarası: 1, 1-6).
  • Carpenter, L. A. (2014). Engaging students in authentic discussion in the secondary English classroom (Unpublished doctoral dissertation). University of Rhode Island and Rhode Island College, Kingston, USA.
  • Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth: Heinemann.
  • Gillies, R. M. (2014). Developments in cooperative learning. Anales de Psicología, 30, pp. 792-801.
  • Guardado, D. (2017). Multicultural literature discussions: A study of comprehension (Unpublished master's thesis). Faculty of the Kalmanovitz School of Education Saint Mary’s College of California, California, USA.
  • Howell, P. B., Thomas, S. & Ardasheva Y. (2011). Talk in the classroom: Meeting the developmental, academic and cultural needs of middle school students. Middle Grades Research Journal, 6(1), pp. 47-63.
  • Learning and Research Development Center, University of Pittsburgh. (2006). Accountable Talk in reading comprehension instruction CSE Technical Report 670. Wolf M. K., Crosson. A.C., & Resnick L. B. tarafından yazılmıştır. (Rapor numarası 670).
  • Martello, N. E. (2015). The democratization of talk: A qualitative study of middle school English language arts teachers’ and students’ narrations on the equal access of Accountable Talk (Unpublished doctoral dissertation). The University at Buffalo State University of New York, New York, USA.
  • Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable Talk in the classroom and in civic life. Studies in philosophy and education, 27(4), pp. 283-297.
  • Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk sourcebook: For classroom conversation that works. Pittsburgh: University of Pittsburgh Institute for Learning.
  • Michaels, S., Sohmer, R., & O'Connor, M. (2008) Discourse in the classroom. In U. Ammon, N. Dittmar, K. Mattheier & P. Trudgill (Ed.), An international handbook of the science of language and society (pp.2351-2366). Berlin-New York: De Gruyter Mouton.
  • Michaels, S., & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussions. In L. B. Resnick, C. S. Asterhan, & S. N. Clarke (Ed.), Socializing intelligence through talk and dialogue (pp. 347-362). Washington: American Educational Research Association.
  • Monaghan, J. R. (2015). Scaffolds in a middle school science classroom: Problem-based learning and field trip experience (Unpublished doctoral dissertation). The State University of New Jersey, The Graduate School of Education, Rutgers.
  • Ouellette, K. M. (2006). Pedagogical perceptions of teachers: The use of Accountable Talk in Mathematics classrooms with students of color (Unpublished doctoral dissertation). University of Hartford, Nursing and Health Professions, West Hartford, USA.
  • Özçetin, K. (2019). Akademik Tartışma Modelinin Türkçe derslerinde kullanılabilirliği üzerine bir durum araştırması (Yayımlanmamış doktora tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Richardson, A. E. (2010). Exploring text through student discussions: Accountable Talk in the middle school classroom. English Journal, 100(1), pp. 83-88.
  • Tegos, S., Demetriadis, S., & Karakostas, A. (2015). Promoting academically productive talk with conversational agent interventions in collaborative learning settings. Computers & Education, 87, pp. 309-325.

Accountable Talk: Its Dimensions and Implementation in Turkish Lessons

Yıl 2022, Cilt: 10 Sayı: 1, 1 - 14, 28.01.2022

Kübra Özçetin , Latif Beyreli

https://doi.org/10.16916/aded.1031653

Öz

This study aims to introduce the Accountable Talk (AT) academic discussion model, which is a collaborative learning model that enables learning through teacher-student and student-student interaction in the classroom. AT is a model that can be applied in any subject area and at every grade level. Students generate new ideas by speaking with one another about a given topic following the sets of rules outlined in the model. One of these sets of rules aims to ensure the accuracy of the information in practice; students are asked to question the information and present source-based information. Another set aims to develop reasoning skills, how students justify their views, and how they evaluate the claims presented by assessing them and making comparisons. Thus, students are empowered to come to a conclusion by synthesizing the presented information with the views put forward during the conversation. Another set of rules aims to enable learning to occur through the interaction of all students so that they may develop new ideas by listening to each other's perspectives and following the general discussion rules. The "speech patterns" prepared for teachers during the implementation phase guide them in the process. This study introduces the model and presents information about its content. In addition, speech patterns for teachers are included. 

Anahtar Kelimeler

Accountable talk model reading education communication skills

Kaynakça

  • Bellamy, L. (2016). Classroom environment: Content analysis examining characteristics of classroom environments that affect student’s academic achievement (Unpublished doctoral dissertation). East Tennessee State University, Educational Leadership, Johnson City, USA.
  • Boston University, School of Education Research. (2004). Project challenge: Identifying and developing talent in mathematics within low-income urban schools. Chapin, S., & O’Connor, M. C. tarafından yazılmıştır. (Rapor numarası: 1, 1-6).
  • Carpenter, L. A. (2014). Engaging students in authentic discussion in the secondary English classroom (Unpublished doctoral dissertation). University of Rhode Island and Rhode Island College, Kingston, USA.
  • Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth: Heinemann.
  • Gillies, R. M. (2014). Developments in cooperative learning. Anales de Psicología, 30, pp. 792-801.
  • Guardado, D. (2017). Multicultural literature discussions: A study of comprehension (Unpublished master's thesis). Faculty of the Kalmanovitz School of Education Saint Mary’s College of California, California, USA.
  • Howell, P. B., Thomas, S. & Ardasheva Y. (2011). Talk in the classroom: Meeting the developmental, academic and cultural needs of middle school students. Middle Grades Research Journal, 6(1), pp. 47-63.
  • Learning and Research Development Center, University of Pittsburgh. (2006). Accountable Talk in reading comprehension instruction CSE Technical Report 670. Wolf M. K., Crosson. A.C., & Resnick L. B. tarafından yazılmıştır. (Rapor numarası 670).
  • Martello, N. E. (2015). The democratization of talk: A qualitative study of middle school English language arts teachers’ and students’ narrations on the equal access of Accountable Talk (Unpublished doctoral dissertation). The University at Buffalo State University of New York, New York, USA.
  • Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable Talk in the classroom and in civic life. Studies in philosophy and education, 27(4), pp. 283-297.
  • Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk sourcebook: For classroom conversation that works. Pittsburgh: University of Pittsburgh Institute for Learning.
  • Michaels, S., Sohmer, R., & O'Connor, M. (2008) Discourse in the classroom. In U. Ammon, N. Dittmar, K. Mattheier & P. Trudgill (Ed.), An international handbook of the science of language and society (pp.2351-2366). Berlin-New York: De Gruyter Mouton.
  • Michaels, S., & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussions. In L. B. Resnick, C. S. Asterhan, & S. N. Clarke (Ed.), Socializing intelligence through talk and dialogue (pp. 347-362). Washington: American Educational Research Association.
  • Monaghan, J. R. (2015). Scaffolds in a middle school science classroom: Problem-based learning and field trip experience (Unpublished doctoral dissertation). The State University of New Jersey, The Graduate School of Education, Rutgers.
  • Ouellette, K. M. (2006). Pedagogical perceptions of teachers: The use of Accountable Talk in Mathematics classrooms with students of color (Unpublished doctoral dissertation). University of Hartford, Nursing and Health Professions, West Hartford, USA.
  • Özçetin, K. (2019). Akademik Tartışma Modelinin Türkçe derslerinde kullanılabilirliği üzerine bir durum araştırması (Yayımlanmamış doktora tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Richardson, A. E. (2010). Exploring text through student discussions: Accountable Talk in the middle school classroom. English Journal, 100(1), pp. 83-88.
  • Tegos, S., Demetriadis, S., & Karakostas, A. (2015). Promoting academically productive talk with conversational agent interventions in collaborative learning settings. Computers & Education, 87, pp. 309-325.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Kübra Özçetin 0000-0002-5485-1586

Latif Beyreli 0000-0002-0130-3332

Yayımlanma Tarihi 28 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 10 Sayı: 1

Kaynak Göster

APA Özçetin, K., & Beyreli, L. (2022). Akademik Tartışma Modeli: Boyutları ve Türkçe Derslerinde Uygulanması. Ana Dili Eğitimi Dergisi, 10(1), 1-14. https://doi.org/10.16916/aded.1031653

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.