Whole class discourse provides opportunities for students to collectively learn together and to create meaning around complex topics through an open exchange, debate, and critique of ideas. While such practices have long been understood to support learning, not all students engage in this public process and for different reasons. As such, inequitable structures can be created that favor those who wish to contribute rather than those who have thoughts or ideas around the topic of study. This study examines one instructional protocol, called Chalk Talks, and how it can be used to facilitate “silent” discussions to allow for a more equitable space to engage in whole class discourse. Findings from this four year study indicate that students valued the increased time for thinking and the opportunities to build on classmates’ thinking created through Chalk Talks as well feeling more connected to the larger learning community.

Authors: Cory A. Bennett, Michael Morgan

Published in: Ireland International Conference on Education (IICE-2023)

• Date of Conference: 11-13 April 2023
• DOI: 10.20533/IICE.2023.0010
• ISBN: 978-1-913572-51-8
• Conference Location: Dún Laoghaire, Ireland