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Authoritative and Dialogic
Learning Objectives
Learning Objectives
Understand that LA facilitation needs to happen in response to what students are thinking.
Reflect on the intentionality of LA facilitation.
Compare a diverse set of LA facilitation actions with respect to their authoritativeness and dialogicity based on whose perspective is centered.
Reflect on alternative actions an LA can take across the authoritative-to-dialogic spectrum.
Joining student groups in interactive classrooms and supporting student learning during these group discussions are major responsibilities of LAs. LAs’ facilitation practices describe the ways LAs interact with students. How LAs facilitate students’ discussions does not happen in a vacuum. What they say depends on what LAs’ intentions or purposes are when working with students as well as what LAs notice about students' thinking and how LAs interpret what they notice. The combination of LA purposes and noticing and interpreting is what determines what an LA says and does (Carlos et al., 2023; Dini et al., 2020). Now engage with Interactive 1 which guides you on the LA facilitation cycle and visualizes how LA actions manifest.
Interactive 1. LA Facilitation Cycle.
To investigate LAs’ facilitation practices, Carlos et al. (2023) asked 37 LAs in introductory chemistry and physics classes held via Zoom and in-person to record their interactions with students. LAs were then shown their own recorded videos in interviews and asked to reflect on what they did and why. Through analysis of these videos and interviews, the researchers found that LAs facilitate student learning on a spectrum from authoritative to dialogic.
To investigate LAs’ facilitation practices, Carlos et al. (2023) asked 37 LAs in introductory chemistry and physics classes held via Zoom and in-person to record their interactions with students. LAs were then shown their own recorded videos in interviews and asked to reflect on what they did and why. Through analysis of these videos and interviews, the researchers found that LAs facilitate student learning on a spectrum from authoritative to dialogic.
As shown in Figure 1, authoritative practices are when an LA centers one perspective that has authority in the conversation (left). Dialogic practices are when an LA puts multiple perspectives that have equal power in dialogue with each other (right).
As shown in Figure 1, authoritative practices are when an LA centers one perspective that has authority in the conversation (left). Dialogic practices are when an LA puts multiple perspectives that have equal power in dialogue with each other (right).
Figure 1. The spectrum of authoritative-to-dialogic LA facilitation practices, the speech bubbles display one example for each point on the spectrum.
Starting from the left to the right, very authoritative LA facilitation centers the canonical perspective meaning only the correct answer and no other avenues of thinking. In response to student contributions an LA might for example say “This is what you need to do next…” drawing on how to solve a problem correctly.
Starting from the left to the right, very authoritative LA facilitation centers the canonical perspective meaning only the correct answer and no other avenues of thinking. In response to student contributions an LA might for example say “This is what you need to do next…” drawing on how to solve a problem correctly.
Next is moderately authoritative LA facilitation, where there is still one perspective that is centered but this time it is the LA perspective with no claim of being correct. When facilitating in a moderately authoritative way an LA might say something like “This is what helped me in the past…” drawing on their experience in the class.
Next is moderately authoritative LA facilitation, where there is still one perspective that is centered but this time it is the LA perspective with no claim of being correct. When facilitating in a moderately authoritative way an LA might say something like “This is what helped me in the past…” drawing on their experience in the class.
Moving to the dialogic side, moderately dialogic facilitation is when an LA centers the perspective of the students they are working with alongside another perspective. For example, when working on a question with multiple answer choices, an LA would first listen to students’ thinking. Then they might ask “Why might someone choose this other answer?” to bring in an additional perspective.
Moving to the dialogic side, moderately dialogic facilitation is when an LA centers the perspective of the students they are working with alongside another perspective. For example, when working on a question with multiple answer choices, an LA would first listen to students’ thinking. Then they might ask “Why might someone choose this other answer?” to bring in an additional perspective.
Lastly, LAs can facilitate in very dialogic ways where they fully center the perspectives of the students they are working with. To do this an LA listens very carefully to what students are saying. Then they might rephrase what students said in order to learn more about their thinking with a move such as “You said…can you elaborate?”
Lastly, LAs can facilitate in very dialogic ways where they fully center the perspectives of the students they are working with. To do this an LA listens very carefully to what students are saying. Then they might rephrase what students said in order to learn more about their thinking with a move such as “You said…can you elaborate?”
Now let's practice matching the four LA actions to LA Janice's utterance in the scenario activity in Interactive 2.
Now let's practice matching the four LA actions to LA Janice's utterance in the scenario activity in Interactive 2.
Interactive 2. LA Facilitation Actions.
Now that you got some practice, in the following sections, you will see an example for each part of the spectrum. Some of the examples are from the original research performed by Carlos et al. (2023), some other examples were collected by the authors of this website as they continue to expand this research, including additional disciplines beyond chemistry and physics. In these videos, students gave their consent to participate in this research. Due to informed consent and confidentiality to protect students' identities, codenames are given to each participant and sound may be cut due to someone’s name being said. Some participants specified that they wanted their faces blurred and voices altered. The videos you will see are edited accordingly.
Now that you got some practice, in the following sections, you will see an example for each part of the spectrum. Some of the examples are from the original research performed by Carlos et al. (2023), some other examples were collected by the authors of this website as they continue to expand this research, including additional disciplines beyond chemistry and physics. In these videos, students gave their consent to participate in this research. Due to informed consent and confidentiality to protect students' identities, codenames are given to each participant and sound may be cut due to someone’s name being said. Some participants specified that they wanted their faces blurred and voices altered. The videos you will see are edited accordingly.
Very
Authoritative
Very
Authoritative
Let’s take a look at the first part of the spectrum, very authoritative. In this example taken from an introductory biology class, LA Sean is working with students who are trying to solve the following problem:
Let’s take a look at the first part of the spectrum, very authoritative. In this example taken from an introductory biology class, LA Sean is working with students who are trying to solve the following problem:
Problem 1. Problem students were discussing in the very authoritative LA facilitation example video.
If you want to understand more about this biology problem, expand here.
If you want to understand more about this biology problem, expand here.
This problem is asking you about how DNA is translated into RNA. The prompt shows a sequence of nucleotides 3’CCTAGGC(T)GCAATCC5’ where each nucleotide is abbreviated with a letter. 3’ refers to the beginning of the DNA strand and 5’ refers to its end. The parenthesis around (T) are inserted to indicate where the RNA starts forming.
This problem is asking you about how DNA is translated into RNA. The prompt shows a sequence of nucleotides 3’CCTAGGC(T)GCAATCC5’ where each nucleotide is abbreviated with a letter. 3’ refers to the beginning of the DNA strand and 5’ refers to its end. The parenthesis around (T) are inserted to indicate where the RNA starts forming.
To solve this question, you need to think about two things: (1) You decide where the primer starts forming, in which direction it reads the DNA, and in which direction it synthesizes the RNA. It starts forming at (T) because that was specified in the problem, it reads in the forward direction of the DNA from left (3’) to right (5’), and it synthesizes RNA 5’ to 3’; (2) You decide which nucleotide in DNA matches to which nucleotide in RNA. T in DNA matches to A in RNA, G in DNA matches to C in RNA, C in DNA matches to G in RNA, and A in DNA matches to U in RNA. Thus, the correct answer is the second answer choice with an RNA sequence of 5’ACGUUAGG3’.
To solve this question, you need to think about two things: (1) You decide where the primer starts forming, in which direction it reads the DNA, and in which direction it synthesizes the RNA. It starts forming at (T) because that was specified in the problem, it reads in the forward direction of the DNA from left (3’) to right (5’), and it synthesizes RNA 5’ to 3’; (2) You decide which nucleotide in DNA matches to which nucleotide in RNA. T in DNA matches to A in RNA, G in DNA matches to C in RNA, C in DNA matches to G in RNA, and A in DNA matches to U in RNA. Thus, the correct answer is the second answer choice with an RNA sequence of 5’ACGUUAGG3’.
The first answer choice is incorrect because it is the result of reading the DNA starting at (T) backwards from the right to the left. The third answer choice is incorrect because it is the result of reading the DNA from the correct starting point in the correct direction but translating T into U and leaving all other nucleotides the same. The last answer choice is incorrect because it is the result of starting at the beginning of the DNA instead of at (T) and translating T into U and leaving all other nucleotides the same.
The first answer choice is incorrect because it is the result of reading the DNA starting at (T) backwards from the right to the left. The third answer choice is incorrect because it is the result of reading the DNA from the correct starting point in the correct direction but translating T into U and leaving all other nucleotides the same. The last answer choice is incorrect because it is the result of starting at the beginning of the DNA instead of at (T) and translating T into U and leaving all other nucleotides the same.
The video you will see starts in the middle of LA Sean working with a student who was wondering about whether to read the DNA from left to right (3’ to 5’) or right to left (5’ to 3’) and whether to synthesize the RNA from 3’ to 5’ or 5’ to 3’.
The video you will see starts in the middle of LA Sean working with a student who was wondering about whether to read the DNA from left to right (3’ to 5’) or right to left (5’ to 3’) and whether to synthesize the RNA from 3’ to 5’ or 5’ to 3’.
While watching the video think about what facilitation practices the LA engaged in and how that relates to the authoritative-to-dialogic spectrum.
While watching the video think about what facilitation practices the LA engaged in and how that relates to the authoritative-to-dialogic spectrum.
Now, after watching the video, answer the following multiple choice and matching questions for LA Sean's Very Authoritative facilitation in Interactive 3.
Now, after watching the video, answer the following multiple choice and matching questions for LA Sean's Very Authoritative facilitation in Interactive 3.
Interactive 3. LA Sean's Very Authoritative Facilitation.
Moderately
Authoritative
Moderately
Authoritative
Moving onto the next part of the spectrum, moderately authoritative. Let us look at an example taken from an introductory physics class, LA Aadegil was working with students who tried to solve the following problem:
Moving onto the next part of the spectrum, moderately authoritative. Let us look at an example taken from an introductory physics class, LA Aadegil was working with students who tried to solve the following problem:
Problem 2. Problem students were discussing in the moderately authoritative LA facilitation example video.
If you want to understand more about this physics problem, expand here.
If you want to understand more about this physics problem, expand here.
This problem is asking you to consider the relationship between the force by the earth on you (earth pulling down on me) and the force by the floor on you (floor pushes up on me). To solve this question, you need to think about whether these two forces are always equally strong and in opposite directions (equal and opposite). When you are standing on a surface, they are equal and opposite. Luckily, you wouldn’t want to be pulled down into the earth or floating in space. So if you think about standing on a surface, it would be reasonable to answer “Yes” to this question. However, the correct answer to the question is “No” because there are other scenarios where these forces are not the same, such as when you are jumping and the earth is still pulling you down with the same force but the floor is now pushing you up stronger, otherwise you would not leave the floor.
This problem is asking you to consider the relationship between the force by the earth on you (earth pulling down on me) and the force by the floor on you (floor pushes up on me). To solve this question, you need to think about whether these two forces are always equally strong and in opposite directions (equal and opposite). When you are standing on a surface, they are equal and opposite. Luckily, you wouldn’t want to be pulled down into the earth or floating in space. So if you think about standing on a surface, it would be reasonable to answer “Yes” to this question. However, the correct answer to the question is “No” because there are other scenarios where these forces are not the same, such as when you are jumping and the earth is still pulling you down with the same force but the floor is now pushing you up stronger, otherwise you would not leave the floor.
Students in introductory physics learn about force pairs between two objects that are “equal and opposite”. What makes this question a little tricky is that the forces discussed are not a force pair between two objects, such as you and the floor or you and the earth, but one force is between you and the floor and the other one is between you and the earth. If the forces discussed were a force pair, then they would always be equal and opposite.
Students in introductory physics learn about force pairs between two objects that are “equal and opposite”. What makes this question a little tricky is that the forces discussed are not a force pair between two objects, such as you and the floor or you and the earth, but one force is between you and the floor and the other one is between you and the earth. If the forces discussed were a force pair, then they would always be equal and opposite.
In the video you will see, students had been discussing the problem for a while before LA Aadegil joined. So when LA Aadegil joined, the students started with recapping their thinking for being on the same page about this problem.
In the video you will see, students had been discussing the problem for a while before LA Aadegil joined. So when LA Aadegil joined, the students started with recapping their thinking for being on the same page about this problem.
While watching the video, think about what facilitation practices the LA engages in and how it relates to the authoritative-to-dialogic spectrum.
While watching the video, think about what facilitation practices the LA engages in and how it relates to the authoritative-to-dialogic spectrum.
Now, after watching the video, answer the following multiple choice and matching questions for LA Aadegil's Moderately Authoritative facilitation in Interactive 4.
Now, after watching the video, answer the following multiple choice and matching questions for LA Aadegil's Moderately Authoritative facilitation in Interactive 4.
Interactive 4. LA Aadegil's Moderately Authoritative Facilitation.
Moderately
Dialogic
Moderately
Dialogic
Moving onto the third part of the spectrum, moderately dialogic. We are looking at another introductory physics class example with LA Catherine and students solving the following problem:
Moving onto the third part of the spectrum, moderately dialogic. We are looking at another introductory physics class example with LA Catherine and students solving the following problem:
Problem 3. Problem students discussed in the moderately dialogic LA facilitation example video.
If you want to understand more about this physics problem, expand here.
If you want to understand more about this physics problem, expand here.
This problem is asking you to determine which arrow represents the direction of the acceleration of a ball moving counterclockwise and speeding up as it moves at a specific point. You have five options of arrows to choose from. Arrow 3 is tangential to the circle at the specific point and thus points in the direction of the velocity of the ball at that moment. If arrow 3 would represent the direction of the ball’s acceleration, then the ball would be speeding up while continuing in the same direction it was travelling in that moment (straight ahead of it instead of in a circle). So arrow 3 shows that the ball is speeding up, but not that it moves in a circle. For circular motion at a constant speed, the acceleration arrow would point radially towards the center of the circle (arrow 1), describing the ball’s change in direction. However, this problem states that the ball is speeding up as it moves in a circle, thus, the direction of the acceleration now has to be between arrow 1 (changing direction) and arrow 3 (speeding up). Thus the only arrow that can represent the ball’s acceleration while it is speeding up and moving in a circle is arrow 2.
This problem is asking you to determine which arrow represents the direction of the acceleration of a ball moving counterclockwise and speeding up as it moves at a specific point. You have five options of arrows to choose from. Arrow 3 is tangential to the circle at the specific point and thus points in the direction of the velocity of the ball at that moment. If arrow 3 would represent the direction of the ball’s acceleration, then the ball would be speeding up while continuing in the same direction it was travelling in that moment (straight ahead of it instead of in a circle). So arrow 3 shows that the ball is speeding up, but not that it moves in a circle. For circular motion at a constant speed, the acceleration arrow would point radially towards the center of the circle (arrow 1), describing the ball’s change in direction. However, this problem states that the ball is speeding up as it moves in a circle, thus, the direction of the acceleration now has to be between arrow 1 (changing direction) and arrow 3 (speeding up). Thus the only arrow that can represent the ball’s acceleration while it is speeding up and moving in a circle is arrow 2.
In the video you will see, students had been discussing their answer before LA Catherine joined. So the students started by recapping their thoughts on the problem for LA Catherine.
While watching the video, think about what facilitation practices the LA engaged in and how it relates to the authoritative-to-dialogic spectrum.
Now, after watching the video, answer the following multiple choice and matching questions for LA Catherine's Moderately Dialogic facilitation in Interactive 5.
Now, after watching the video, answer the following multiple choice and matching questions for LA Catherine's Moderately Dialogic facilitation in Interactive 5.
Interactive 5. LA Catherine's Moderately Dialogic Facilitation.
Very
Dialogic
Very
Dialogic
Lastly, the final part of the spectrum, very dialogic. For this example we will be following LA Ayaoba in introductory chemistry. She worked with students on the following problem:
Lastly, the final part of the spectrum, very dialogic. For this example we will be following LA Ayaoba in introductory chemistry. She worked with students on the following problem:
Problem 4. Problem students discussed in the very dialogic LA facilitation example video.
If you want to understand more about this chemistry problem, expand here.
If you want to understand more about this chemistry problem, expand here.
The problem is asking about what changes can be made to this electrochemical cell to increase the voltage. This is an open ended problem with no one correct answer, so to answer this problem, you can think about changing many different things. The prompt is giving you a couple of different possible starting points. By mentioning “make the reaction more product favored” after “increase the voltage”, it gives you the opportunity to think about it more from an electrochemistry perspective (increase the voltage) or more from a chemical equilibrium perspective (make the reaction more product favored). The prompt also tells you that you can consider internal factors like changing the chemical substance of the electrodes or external factors that change the environment in which the reaction takes place such as temperature and pressure.
The problem is asking about what changes can be made to this electrochemical cell to increase the voltage. This is an open ended problem with no one correct answer, so to answer this problem, you can think about changing many different things. The prompt is giving you a couple of different possible starting points. By mentioning “make the reaction more product favored” after “increase the voltage”, it gives you the opportunity to think about it more from an electrochemistry perspective (increase the voltage) or more from a chemical equilibrium perspective (make the reaction more product favored). The prompt also tells you that you can consider internal factors like changing the chemical substance of the electrodes or external factors that change the environment in which the reaction takes place such as temperature and pressure.
One way to answer this question would be to change the nature of the electrodes, so either change out the Cu/Cu2+ pair or change out the Cl2/Cl- pair. Specifically, you could change the Cu to a substance with a lower standard reduction potential that gives off its electrons more easily, for example, Mg. Or you could change Cl2 to something with a higher standard reduction potential that takes up electrons more readily such as F2. Another way to answer this question would be to increase the pressure in the dialysis bag, so that the Cl2 gas molecules hit the electrode (the metal stick that reaches into the dialysis bag) more and thus take up electrons from the electrode faster to react to Cl-. These are just two ways you can think about this question, there are many others.
One way to answer this question would be to change the nature of the electrodes, so either change out the Cu/Cu2+ pair or change out the Cl2/Cl- pair. Specifically, you could change the Cu to a substance with a lower standard reduction potential that gives off its electrons more easily, for example, Mg. Or you could change Cl2 to something with a higher standard reduction potential that takes up electrons more readily such as F2. Another way to answer this question would be to increase the pressure in the dialysis bag, so that the Cl2 gas molecules hit the electrode (the metal stick that reaches into the dialysis bag) more and thus take up electrons from the electrode faster to react to Cl-. These are just two ways you can think about this question, there are many others.
The video you will see starts right when the students start to discuss the problem. You will see LA Ayaoba had been listening for a while before she responded to the student discussion about pressure, volume, temperature and internal factors.
While watching the video, think about what facilitation practices the LA engaged in and how it relates to the authoritative-to-dialogic spectrum.
Now, after watching the video, answer the following multiple choice and matching questions for LA Ayaoba's Very Dialogic facilitation in Interactive 6.
Now, after watching the video, answer the following multiple choice and matching questions for LA Ayaoba's Very Dialogic facilitation in Interactive 6.
Interactive 6. LA Ayaoba's Very Dialogic Facilitation.
Key Takeaways
Key Takeaways
An LA determines what actions they take based on what they notice about their students and what goals they have for their students.
To employ diverse facilitation, an LA engages in actions that range from very authoritative, moderately authoritative, and moderately dialogic to very dialogic.
When an LA responds to students’ thinking, there is often more than one alternative on the authoritative-to-dialogic facilitation spectrum and different alternatives can be used for different purposes.
References
Carlos, C.M.L., Maggiore, N.M., Dini, V., & Caspari-Gnann, I. (2023). Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum. International Journal of STEM Education, 10, 38. https://doi.org/10.1186/s40594-023-00429-4
Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020). Characterizing the formative assessment enactment of experienced science teachers. Science Education, 104(2), 290-325. https://doi.org/10.1002/sce.21559
Click here to learn about the impact of this LA facilitation on student learning:
Click here to learn about the impact of this LA facilitation on student learning:
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