As mentioned in a previous post, the G, D, F, C is a conversational strategy, not to be confused with a discussion procedure. The discussion procedure is explained in my blog Michael Pryde on the subject of critical thinking via theory of knowledge.

In this post about G, D, F, C I will explain that when the fundamental quadratic structure of G, D, F, C is learnt by students, then the students tend to break, or destructure the pattern. The reason they do this is that conversation is now being connected by each of the speakers. The G, D, F, C seems to be a mono-directional pattern that is attended to at the end of the speaker’s turn. However, when students become competent and know and use the structure well, then students tend to interrupt and ask more probing questions during the speaker’s turn. Research could now look at measuring English language competence by a student’s ability to interrupt and add to, or in other words connect to what the other person is saying.

Recently, I video recorded pairs of students having a conversation using basic questions, such as ‘what did you do last night?’ and have found that students show their competency by interrupting and continuing with a particular topic that one of the speaker’s has said as well as taking the turn off the other person to add their subjective piece. I intend to document these recordings in a future article.