Productive classroom discussion has been shown to support student learning across academic domains. Facilitating successful discussion hinges on the teacher’s ability to make adept in-the-moment observations of various aspects of student talk and classroom dynamics. In two studies, we explore a pedagogical intervention using contrasting cases to support novice teachers in learning to notice key features of classroom discussion. Study 1 involves preservice teachers in a bilingual teaching methods course in a university-based credential program. Study 2 involves undergraduates in an education psychology course, many of whom are prospective teachers. Study participants engaged in analyzing transcript-based contrasting cases of discussion vignettes as they collaboratively developed guiding principles for effective class discussion. Data include pre- and post-instruction video noticing task reflections, principles identified, and transcribed partner discussions during the activity. Post-instruction, learners displayed increased student-centered noticing when watching videos of classroom discussions. Additionally, there was increased awareness of the absence of productive features or missed opportunities within the discourse. In this proof-of-concept set of studies, we explore the potential of contrasting cases-based activities to help prepare teachers for the complex task of orchestrating discussion by supporting them in learning to notice.

富有成效的课堂讨论已被证明可以支持学生跨学术领域的学习。促进成功的讨论取决于教师对学生谈话和课堂动态的各个方面进行熟练的即时观察的能力。在两项研究中，我们探索了一种使用对比案例的教学干预措施，以支持新手教师学习注意课堂讨论的关键特征。研究 1 涉及职前教师参加大学证书课程的双语教学方法课程。研究 2 涉及教育心理学课程的本科生，其中许多人是未来的教师。研究参与者在协作制定有效课堂讨论的指导原则时，参与分析基于记录的对比案例的讨论片段。数据包括指导前和指导后视频，注意任务反思、确定的原则以及活动期间记录的合作伙伴讨论。教学结束后，学习者在观看课堂讨论视频时表现出更多的以学生为中心的注意力。此外，人们越来越意识到讨论中缺乏富有成效的特征或错失了机会。在这组概念验证研究中，我们探索了对比基于案例的活动的潜力，通过支持教师学习注意，帮助他们为组织讨论的复杂任务做好准备。