In Chapter 8, for example, we suggested ways of talking about content so that it is most likely to be understood clearly, but in that chapter we described these as instructional strategies. In explaining ideas, for example, whether briefly or as a extended lecture, we pointed out that it helps to offer, in advance, organizing ideas, to relate new content to prior knowledge, and to organize and elaborate on new information. In the same chapter, we also suggested strategies about content talk intended for students, so that students understand their own thinking as well as possible. We especially highlighted two ways of learning: inquiry learning and cooperative learning. Table 1 summarizes instructional strategies both for students and for teachers, and indicates how they contribute to effective verbal communication about content.
| Content talk by teachers | ||
| Strategy | Definition | How it helps communication |
| Using advance organizers | Statements or ideas that give a concise overview of new material | Orients students’ attention to new ideas about to be learned; assists in understanding and remembering new material |
| Relating new material to prior knowledge | Explicit connections of new ideas to students’ existing knowledge | Facilitates discussion of new material by making it more meaningful to students |
| Elaborating and extending new information | Explanations of new ideas in full, complete terms | Avoids ambiguities and misunderstandings about new ideas or concepts |
| Organizing new information | Providing and following a clear structure when explaining new material | Assists in understanding and remembering new material |
| Content talk by students | ||
| Inquiry learning | Students pursue problems that they help to formulate for themselves | To formulate and and investigate a problem, students need to express clearly what they wish to find out. |
| Cooperative learning | Students work in small groups to solve a common problem or task | To work together, students need to explain ideas and questions to fellow students clearly. |
These strategies are also discussed in (Reference) as features of classroom management, rather than of communication. Note, too, that the difference between procedural and content talk is arbitrary to some extent; in many situations one kind of talk serves the needs of the other kind.
| Strategy for procedural talk | Strategy for control talk |
| Creating and discussing procedures for daily routines | Creating and discussing classroom rules of appropriate behavior |
| Announcing transitions between activities | Clarifying problem ownership |
| Providing clear instructions and guidance for activities | Listening actively and empathetically |
| Reminding students periodically of procedures for completing a task | Using I-messages |
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