Talking, Listening, Learning: Effective Talk in the Primary Classroom
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However, their study also found that cognition and achievement were improved due to more frequent collaborative work, but there is recognition that children will not all benefit from such activities. Nevertheless, research studies show that the majority of children regard talk as an important part of their learning experience, and motivated further learning during lessons Braund and Leigh, It is evident that collaborative interactions are often found to be difficult to manage between pupils; irrelevant contributions may lead them away from the topic of intended focus Wolfe and Alexander, Venville supports this finding and appears to suggest that when children discuss and hypothesise without adult intervention, they could reach an agreement which is in fact incorrect.
This is deemed problematic due to teachers then having to rectify misconceptions that pupils may not have encountered had the teacher been present during the discussion. When discussions were monitored however, Venville found that interactions between the teacher and the child produced higher quality understanding and reasoning.
Speaking and listening across the curriculum
This further promotes the notion that rules and guidance would be required before students could fully engage in exploratory talk without an adult. Alexander, R. Towards Dialogic Teaching: Rethinking classroom talk. Yorkshire: Dialogos.
Talking, listening, learning : effective talk in the primary classroom
Oxon: Routledge. Arnott, N. Substantive Conversations — The importance of oracy in the classroom: Practically Primary. Arthur, J. Learning to Teach in the Primary School. Barnes, D. Exploratory Talk for Learning. Exploring Talk in School. London: Sage. Beauchamp, G. Essex: Pearson Education Limited. Bignell, C. Talk in the primary curriculum: seeking pupil empowerment in current curriculum approaches: Literacy. Braund, M. Research in Science Education. Bruner, J.
London: Routledge. Cohrssen, C. Purposeful pauses: teacher talk during early childhood mathematics activities: International Journal of Early Years Education. Clark, A.
P and Boucher, J. Cambridge: Cambridge University Press. Daniel, M-F. Nottingham: DCSF. Department for Education DfE. The National Curriculum: Handbook for primary teachers in England. London: DfE. Department for Education DfE The Bullock Report: A language for life. London: DES. Evans, R. Perspectives on oracy — towards a theory of practice: Early Child Development and Care.
Fisher, R. Teaching Thinking: Philosophical Enquiry in the Classroom. London: Continuum.
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Jones, D. Unlocking Speaking and Listening. London: David Fulton Publishers. Kazepides, T. Education as Dialogue: Educational Philosophy and Theory. Kerawalla, L. Technology, Pedagogy and Education. Knight, S. The role of exploratory talk in classroom search engines tasks. Lambirth, A. Ground rules for talk: the acceptable face of prescription. Curriculum Journal. Littleton, K. Interthinking: Putting talk back into work. Maher, D.
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Teaching literacy in primary schools using an interactive whole-class technology: facilitating student-to-student whole-class dialogic interactions. And that the proportion of instructive talk and dialogue should be determined by what you want to achieve, not by your personality.
A teacher may be more suited to one of those approaches, but they need both and it needs to fit the objective at that time. There is tendency to think of oracy as speech-making or taking part in debates, but we actually mean the full range of spoken language skills, which would include working in a team, helping someone else learn something, listening sensitively to someone so you can help them, and so on. Children will differ in these skills. Some may be excellent making speeches but not skilled in a group situation — they may not listen to anyone else at all.
While another student may be the opposite. To hear more from Mercer, listen to his podcast with the TES where he talks at length about the research around teacher and student talk and about strategies that teachers need to implement in order to improve both their own spoken language skills and those of their students. You can also hear this podcast and explore classroom talk in episode 1 The Empire Talks back our free professional learning programme, Film Club. What does dialogic talk look like? A great dialogic teacher sees pupils as partners in the learning process, not just passive recipients of knowledge Swaffield, Available online from Griffith University Research Depository.
Our website uses a free tool to translate into other languages. This tool is a guide and may not be accurate. For more, see: Information in your language. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. Skip to content. Page Content. Working within the different subjects involves: using subject specific terminology moving from the use of everyday language to the use of language which holds the grammatical and conceptual constructs of the subject using language in social interactions when engaging with tasks required to develop content knowledge and skills.
I used to think…Now I think Use the What if teaching strategy to explore content. For example: What if Burke and Wills survived?
Use jigsaw strategy Present groups of students with an artefact from the topic of study and give them a set time to talk. One member of the group keeps check to ensure the group remains focused Student create open-ended questions for groups to discuss Floor storming: Use images or phrases from the area of study and layout on floor or tables. In groups of three, students take turns to speak on a given topic. The first speaker speaks for one minute, the second speaker speaks for 30 seconds and the third 15 seconds.
Each speaker adds to the cumulative discussion.