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Computationally Identifying Funneling and Focusing Questions in Classroom Discourse

Responsive teaching is a highly effective strategy that promotes student learning. In math classrooms, teachers might funnel students towards a normative answer or focus students to reflect on their own thinking, deepening their understanding of math concepts. When teachers focus, they treat students’ contributions as resources for collective sensemaking, and thereby significantly improve students’ achievement and confidence in mathematics. We propose the task of computationally detecting funneling and focusing questions in classroom discourse. We do so by creating and releasing an annotated dataset of 2,348 teacher utterances labeled for funneling and focusing questions, or neither. We introduce supervised and unsupervised approaches to differentiating these questions. Our best model, a supervised RoBERTa model fine-tuned on our dataset, has a strong linear correlation of .76 with human expert labels and with positive educational outcomes, including math instruction quality and student achievement, showing the model’s potential for use in automated teacher feedback tools. Our unsupervised measures show significant but weaker correlations with human labels and outcomes, and they highlight interesting linguistic patterns of funneling and focusing questions. The high performance of the supervised measure indicates its promise for supporting teachers in their instruction.

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EdWorkingPaper suggested citation:

Alic, Sterling, Dorottya Demszky, Zid Mancenido, Jing Liu, Heather C. Hill, and Dan Jurafsky. (). Computationally Identifying Funneling and Focusing Questions in Classroom Discourse. (EdWorkingPaper: 22-633). Retrieved from Annenberg Institute at Brown University:

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