Using Student Discourse to Increase Engagement

As my Aspire Change EDU consultant team and I visit classrooms on a routine basis, we strive to lead administrators, coaches, and teachers in reflecting on their practice using questioning techniques.  The majority of these often revolve around engagement, and it is quickly realized that when students are compliant, it is because the adult is doing all the work or talking. A simple yet powerful strategy to move from compliance to engagement is discourse through turn & talk. 

So why is this so important when it comes to engagement? Student discourse, the interaction and exchange of ideas among students, is a vital component of learning. When students engage in meaningful conversations, they are not only actively constructing knowledge but also developing essential competencies for academic and personal success.

Cognitive Development and Critical Thinking

Research has consistently shown that student discourse is a powerful tool for cognitive development. As Mercer (2000) argues, "Talk is not simply a vehicle for transmitting information; it is a tool for thinking." When students articulate their thoughts and listen to the perspectives of their peers, they are challenged to think critically, analyze information, and construct new knowledge. This process helps students identify gaps in their understanding, refine their ideas, and develop a deeper appreciation for diverse viewpoints. 

Enhanced Communication 

The ability to articulate ideas clearly and persuasively is highly valued in today's interconnected world. Through classroom discussions, students learn to express themselves effectively orally and in writing. They also develop the ability to listen attentively, ask probing questions, and respond thoughtfully to the ideas of others. These skills are not only valuable for academic success but also for personal and professional growth.

Building Community and Belonging

When students feel safe and supported to share their thoughts and ideas, they are more likely to develop positive relationships with their peers and teachers. This sense of community can create a more inclusive and welcoming learning environment where all students feel valued and empowered to contribute, something Nicki Slaugh and I emphasize in Personalize. 

Nurturing Environments Conducive to Learning 

To maximize the benefits of student discourse through turn & talk or think-pair-share, educators must create a supportive classroom culture that encourages open dialogue and critical thinking. This involves establishing clear expectations for respectful interaction, providing opportunities for students to practice their communication skills, utilizing scaffolded questions, and modeling effective discourse practices themselves. As Weimer (2015) suggests, learner-centered teaching approaches, which prioritize student voice and active participation, can significantly enhance the impact of student discourse.

Quality discussion involves purposeful questions prepared in advance, assessment, and starting points for further conversations. I shared the following ideas in Disruptive Thinking:

• Facilitate face-to-face interaction 
• Pose open-ended questions 
• Encourage peer-to-peer dialogue 
• Prompt students to explain their reasoning 
• Diversify question formats
• Provide opportunities for all students to share out following the discussion to amplify voice (individual whiteboards, dry-erase surfaces, Post-it notes, technology)

By creating a space for authentic conversation, teachers can transform their classrooms into vibrant learning communities where students thrive. As the National Academies of Sciences, Engineering, and Medicine (2018) emphasize, student engagement is a key factor in promoting deep learning and long-lasting knowledge retention.

Student discourse is a powerful tool for fostering critical thinking, enhancing communication skills, and building a strong sense of community within the classroom. By prioritizing student voice and creating opportunities for meaningful conversation, teachers can create more engaging, inclusive, and transformative learning experiences for all students.

Mercer, N. (2000). Words and minds: How we use language to think together. Routledge.

National Academies of Sciences, Engineering, and Medicine. (2018). The science of learning: Organization, motivation, and engagement. National Academies Press.

Weimer, M. (2015). Learner-centered teaching: Five key changes to practice. Jossey-Bass.

Accountability Drives Growth

These days, it seems that everyone says they want change. However, the fact is that those asking for it might not be as open to the idea as they want others to think. The number dwindles even more when considering who wants to lead the process.   No matter how you slice and dice it, improving outcomes aligned with change relies on the dreaded “A” word – accountability.  It doesn’t have to be this way, though.  Success hinges on a leader’s ability to help others see the value in accountability as a growth mechanism, not an “I gotcha.” A vision, mission, and strategic plan only come to fruition when this piece is in place. 

Let’s examine this fact a bit more closely. Accountability for growth is a cornerstone of effective organizations, and districts and schools are no different. When teachers and administrators are held accountable for their actions and outcomes, it drives performance, innovation, and continuous improvement. At a systems level, instilling a culture of accountability requires a comprehensive approach that involves clear goals, regular feedback, and supportive leadership.   

Goals

One key strategy for instilling accountability is to establish clear and measurable goals. Research suggests that specific, measurable, achievable, relevant, and time-bound (SMART) goals can significantly improve performance and motivation (Locke & Latham, 1990). When goals are well-defined and understood, individuals and teams are more likely to take ownership of their work through reflective action and strive to achieve them.   

Feedback

Regular feedback is another critical component of a culture of accountability, a fact I discussed in detail in Disruptive Thinking. Constructive feedback helps individuals understand their strengths and gaps in practice and provides opportunities for growth and development. According to Hattie (2009), feedback is one of the most powerful influences on learning and achievement. By providing timely and specific feedback, leaders can empower individuals and teams to improve their performance and stay on track.   

Leadership

Leadership plays a crucial role. Effective leaders create a culture where accountability is valued and rewarded. They set a strong example by holding themselves accountable for their own actions and decisions. Additionally, as I articulated in Digital Leadership, they empower their people by providing them with the resources, support, and autonomy they need to succeed.  Transparency cannot be overstated.  As I shared in a previous post, leadership is not just about providing direction—it's about creating a culture where trust thrives, decisions are transparent, and every voice is empowered to contribute to the bigger vision. 

Districts and schools can implement systems and processes that promote transparency and shared responsibility. For example, regular learning walks, performance check-ins, and progress updates can help to keep everyone aligned and focused on common goals. Additionally, using data and analytics to track progress and identify areas for improvement can provide valuable insights and drive accountability.   

Achieving growth accountability at the systems level necessitates a comprehensive strategy that includes well-defined expectations, continuous feedback, strong leadership support, and efficient systems and processes. Strong leadership is essential for creating a culture of accountability. Leaders must set the tone by modeling the behaviors they expect from their people. They must also provide the resources and support that individuals and teams need to succeed. Additionally, leaders should celebrate successes and provide constructive feedback to help individuals and teams improve.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.   

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice Hall.