In our third blog of the “Inside the Knowles Fellowship”, we examine how in the second year of the Knowles Fellowship, Fellows build on the foundational habits of the first year, and turn their attention toward the classroom—examining the relationship between task, talk, and doing.

What happens when early-career teachers begin to deeply examine the relationship between task, talk, and doing? For Fellows in the second year of the Teaching Fellowship, this structured exploration leads to profound, albeit gradual, transformations in both their teaching practice and their understanding of themselves as educators. Through their work with classroom discourse, task design, systems of power, and LOTS of personal reflection, they discover new ways to center student voice and challenge traditional academic hierarchies. As one Fellow reflects, “My students [became] the main drivers of knowledge construction when I changed the nature of tasks.” This shift – from teacher as knowledge-holder to teacher as facilitator of student-driven learning – represents just one of the many ways Fellows evolve in their journey towards teacher leadership.

In their second year of the Fellowship, Fellows examine the relationship between task, talk, and doing. They investigate multiple dimensions of classroom dynamics: the role of norms and power in student participation, the structure of productive discussions, and the impact of different talk patterns—including silence—on student learning. Fellows reflect on how their own identity and high school experiences influence their current teacher moves, working to identify and disrupt patterns that, though unintentional, stifle student agency.

These topics matter deeply for teacher development because they push Fellows to examine not just what happens in their classrooms, but why and how it happens. As one Fellow noted, “Talk felt very ephemeral but Knowles gave me some ways to think about it, understand it, learn about it, [and] structure it.” This structured approach to analyzing classroom dynamics helps Fellows move beyond simple strategies to develop a deeper understanding of how learning happens in their classrooms.

Through engagement in rich math and science classroom tasks as learners, analysis of discourse patterns in their own classrooms, and critical examination of power structures in education and society, Fellows begin to see their role in the classroom differently. They shift from focusing solely on content delivery to considering how they can create spaces that ensure all students have genuine access to rich learning opportunities. This transformation isn’t just about becoming a better classroom teacher – it’s about developing the awareness and skills needed for teacher leadership.

The journey of examining power and discourse in the classroom often begins with personal reflection and revelation. As one Fellow shares,

I have lived a life of privilege and [did] not [have] to work against these systems as a child in school. Now as a person who works within these systems, I have a way to disrupt what disadvantages my students.

This awareness becomes a catalyst for change, pushing Fellows to examine their classroom practices through new lenses. Fellows begin to notice the subtle ways classroom structures either reinforce or challenge traditional academic (and societal) hierarchies. They examine who speaks, who listens, and who gets positioned as knowledgeable in their classrooms. One Fellow describes how this awareness led to concrete changes: “I challenged academic status by thinking about who talks and developed stronger group roles and norms in my classroom.”

This deepening awareness of classroom dynamics leads Fellows to reimagine their approach to teaching and learning. “I realized I needed to get more specific with my definition of ‘doing’ science,” one Fellow reflects. “Thinking about how [tasks] and talk were related to doing helped me narrow my vision to something that has turned out to be more engaging and rigorous for students.”

Fellows begin to see the intricate connections between task design, student talk, and learning. As they develop their practice, they become more intentional about creating space for student thinking: One Fellow, now working as a one-on-one tutor, notes: “I think I have a good understanding of what kinds of tasks and questions lead to stronger student understanding. I’m super thoughtful about what I ask and how, and try to leave silence for students to think and process.”

As Fellows reflect back on their experience, they recognize that this work of examining and reshaping classroom dynamics is ongoing. “It’s still a journey I’m on as a 6th year teacher now,” shares one Fellow. The skills and awareness developed during this year create ripples that extend far beyond individual classrooms. Fellows learn not just to teach differently, but to see differently – to recognize both the challenges and opportunities inherent in their role as educators.

Perhaps most importantly, Fellows discover that this journey, while challenging, leads to increasingly rewarding teaching experiences. As one Fellow notes, “teaching gets more fun as you go because you’re able to refine your vision and create something you’re really proud of.” Through their willingness to examine their practice, challenge existing structures, and center student voice, Fellows lay the foundation for lasting impact in their classrooms and beyond.

This journey from focusing on task, talk, and doing – which moves teachers to center student discourse and moves them away from traditional tasks to student-driven knowledge generation – positions Fellows to lead transformative conversations beyond their classrooms. By developing the skills to center student experience and recognize how identity shapes participation, Fellows gain valuable insights they can share with colleagues to drive change in their contexts. Their willingness to embrace vulnerability within the Knowles community demonstrates a powerful model of growth that ripples outward not only influencing other Fellows’ practices and perspectives but also emboldening Fellows to take this practice to their own contexts. This kind of authentic engagement with the challenges of teaching represents more than improved classroom practice – it embodies the necessary foundation for teacher leadership.

Coming up next in the series:

In our fourth blog of our “Inside The Fellowship“ series, Fellows begin to see how power, discourse, and participation shape student learning and become more curious about the deeper forces at play in their classrooms. Fellows dig into the question, “What does it mean to teach equitably?“, by examining the relationship between classroom norms, student status, and learning. Through structured inquiry groups and data analysis, they begin to generate local knowledge about how to create classrooms where all students can thrive.