ABSTRACT
Student contributions involve longer, extended expressions of ideas, and even arise spontaneously and in response to other students, rather than only in response to teacher questions. Teachers build on student ideas and provide helpful feedback to move students forward in their learning. Rephrasing or revoicing student ideas can serve the function of letting students know their ideas have been heard. In traditional instruction the teacher is viewed as the ultimate source of knowledge, and student ideas are only drawn out for the purpose of evaluation. While qualitative descriptions of teachers' formative assessment practices could help illuminate how teachers attend and respond to student thinking, such in-depth descriptions might obfuscate how teachers' practices changed over the course of a large volume of video data. Teacher monologue would be the more typical, teacher-dominated lecture when the teacher talked at length about new information or explaining ideas or giving instructions.
