When correcting pupil work, the teacher revoices rather than dismisses pupils' solutions, challenging them toward more sophisticated ones¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? The teacher transforms pupils' partially inappropriate text (e.g. 'poor past' to 'her life before she married Macbeth') rather than dismissing it. → Christian Greiffenhagen 2011 q2 i? Suggestions such as breaking a monologue into smaller pieces challenge pupils toward more sophisticated, more imaginative work. → Christian Greiffenhagen 2011 (2)

Evidence¶

Christian Greiffenhagen 2011¶

Christian Greiffenhagen. (2011). Making Rounds: the routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning (forthcoming). https://doi.org/10.1007/s11412-011-9134-8

q2 · i? · qualitative · r2

Analysis of Fragment 9, where pupils subsequently wrote almost word-by-word the teacher's suggested caption-box and thought-bubble text; the teacher marked their writing as "funny" and "amusing" but outside the assignment, then offered alternatives preserving aspects of it.

"the teacher does not completely dismiss the pupils' current solutions, but rather transforms or 'revoices' (cf., O'Conner and Michaels, 1993) them"

Christian Greiffenhagen 2011 (2)¶

Christian Greiffenhagen. (2011). Making Rounds: the routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning (forthcoming). https://doi.org/10.1007/s11412-011-9134-8

q2 · i? · qualitative · r2

Analysis of Fragment 8, where the teacher suggested pupils "break it down into smaller pieces" and have characters "moving around" across scenes; the suggestion required pupils to do more than their current single-frame solution.

"it is not so much that the teacher tells the pupils to do it her way, but that she challenges the pupils to come up with a more sophisticated solution"

Discussion¶

Related Claims¶

• During collaborative learning with computers, teachers' concerns of classroom management and pedagogy are typically intertwined
• Teachers can guide students' conceptual understanding of life skills concepts by building on the everyday experiences students invoke in classroom conversations. — a broader claim this one bears on
• A 1970 teacher self-analysis programme asserts, without data, that teacher responses including verbal rewards can close off pupil thinking — related
• Tensions between teachers' and pupils' perspectives during collaborative learning do not take the form of antagonistic struggles — related
• Teacher guidance plays a significant mediating role in collaborative-learning classroom outcomes — a broader claim this one bears on
• Pupils often neglected the caption box although they were aware of it, displaying a divergent orientation to the teacher's aims — related