Teachers can guide students' conceptual understanding of life skills concepts by building on the everyday experiences students invoke in classroom conversations.¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In a group work sequence, a teacher used a student's everyday experiences of self-esteem as a soccer player and pupil to guide him toward a more complex, context-dependent understanding of the concept. → Kenneth Silseth 2026

Evidence¶

Kenneth Silseth 2026¶

Kenneth Silseth, Marthe Fundingsrud, Anniken Furberg. (2026). Infusing students' everyday experiences in classrooms: a case study of classroom conversations in life skills education. Instructional Science. https://doi.org/10.1007/s11251-026-09820-4

q2 · i? · qualitative · r2

Fine-grained interaction analysis of Sequence 1, a poster-making group work episode in which a student articulated a complex, context-dependent account of self-esteem grounded in his everyday life; the teacher's summarising utterances were grounded in that student's everyday experiences of self-esteem.

"It also illustrates how these instructional moves invited students to explore their ideas and understandings of self-esteem by invoking their everyday experiences and how the teacher built on these everyday experiences to guide the students' further work."

Discussion¶

Related Claims¶

• Teachers' instructional moves of attuning to, acknowledging, repeating and selectively picking up on student contributions appear to enable students to develop increasingly complex understandings of life skills concepts. — a broader claim this one bears on
• Teachers faced challenges integrating students' everyday experiences with conceptual knowledge, and conversations sometimes remained at an experience-based level without reaching academic perspectives. — related
• Inviting students to share everyday experiences contributed to a safe, inclusive classroom climate in which students willingly shared personal experiences in life skills conversations. — related
• Students' classroom experiences and learning over the 2 years illustrate the impact of the instructional supports — related
• Teachers can respond to sensitive and emotional student contributions in whole-class life skills conversations by acknowledging the contribution, integrating it and redirecting toward general aspects of the topic, thereby avoiding a therapeutic role. — related
• When correcting pupil work, the teacher revoices rather than dismisses pupils' solutions, challenging them toward more sophisticated ones — a narrower finding that bears on this claim
• Group A's brainstorming was repeatedly unproductive because individual interjections redirected the group's dialogue toward personal concerns — related
• Positioning students as sources increases productive participation in science discourse — related
• The teacher supported understanding of assignments by reformulating scientific terms into everyday concepts and by contextualising the lab experiment — related
• Explicitly unfolding higher-order contributions into lower-order concept elements produces deeper conceptual learning opportunities than jumping directly to procedure — related