Teaching Approaches/Group talk - Revision history

Bjoern at 16:03, 6 February 2015

2015-02-06T16:03:56Z

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	{{adaptedfrom\|The educational value of dialogic talk in whole-class dialogue\|DialogicTalk\|One of the prime goals of education is to enable children to become more adept at using language, to express their thoughts and to engage with others in joint intellectual activity (their communication skills). A second important goal is to advance children's individual capacity for productive, rational and reflective thinking (their thinking skills). Dialogic talk can help achieve both these goals. The work of the Russian psychologist Vygotsky is relevant for understanding why this is so.<sup>4</sup> He suggested that using language to communicate helps us learn ways to think. As he put it, what children gain from their 'intermental' experience (communication between minds through social interaction) shapes their 'intramental' activity (the ways they think as individuals). What is more, he suggested that some of the most important influences on the development of thinking will come from the interaction between a learner and more knowledgeable, supportive members of their community.		{{adaptedfrom\|The educational value of dialogic talk in whole-class dialogue\|DialogicTalk\|One of the prime goals of education is to enable children to become more adept at using language, to express their thoughts and to engage with others in joint intellectual activity (their communication skills). A second important goal is to advance children's individual capacity for productive, rational and reflective thinking (their thinking skills). Dialogic talk can help achieve both these goals. The work of the Russian psychologist Vygotsky is relevant for understanding why this is so.<sup>4</sup> He suggested that using language to communicate helps us learn ways to think. As he put it, what children gain from their 'intermental' experience (communication between minds through social interaction) shapes their 'intramental' activity (the ways they think as individuals). What is more, he suggested that some of the most important influences on the development of thinking will come from the interaction between a learner and more knowledgeable, supportive members of their community.

	Although developed over half a century ago, Vygotsky's intriguing ideas have only really been put to the test in recent years. Now research has confirmed the validity of some of his claims about the link between language use and the learning of ways of thinking. Research has shown that teachers' modelling of ways of asking questions, offering explanations and providing reasons can have a significant and positive effect on how children use language in problem-solving tasks.<sup>5</sup> Research by myself and colleagues has shown that a programme of carefully designed teacher-led and group- based activities enables children not only to become better at talking and working together but also at solving problems alone.<sup>6</sup> The group-based activities of this programme are very important; but equally important is the kind of dialogue a teacher uses in whole-class plenaries and group monitoring. It is no coincidence that the teacher in the example above has been involved in this programme. And this brings us back to 'dialogic talk'. }}		Although developed over half a century ago, Vygotsky's intriguing ideas have only really been put to the test in recent years. Now research has confirmed the validity of some of his claims about the link between language use and the learning of ways of thinking. Research has shown that teachers' modelling of ways of asking questions, offering explanations and providing reasons can have a significant and positive effect on how children use language in problem-solving tasks.<sup>5</sup> Research by myself and colleagues has shown that a programme of carefully designed teacher-led and group-based activities enables children not only to become better at talking and working together but also at solving problems alone.<sup>6</sup> The group-based activities of this programme are very important; but equally important is the kind of dialogue a teacher uses in whole-class plenaries and group monitoring. It is no coincidence that the teacher in the example above has been involved in this programme. And this brings us back to 'dialogic talk'. }}

	== The Importance of Talk ==		== The Importance of Talk ==

SimonKnight: SimonKnight moved page Teaching Approaches/Group Talk to Teaching Approaches/Group talk

2012-09-28T12:45:51Z

SimonKnight moved page Teaching Approaches/Group Talk to Teaching Approaches/Group talk

← Older revision

Revision as of 12:45, 28 September 2012

SimonKnight at 15:20, 20 September 2012

2012-09-20T15:20:46Z

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			{{teaching approach header}}

	== Why Group Talk Matters ==		== Why Group Talk Matters ==
	{{adaptedfrom\|The educational value of dialogic talk in whole-class dialogue\|DialogicTalk\|One of the prime goals of education is to enable children to become more adept at using language, to express their thoughts and to engage with others in joint intellectual activity (their communication skills). A second important goal is to advance children's individual capacity for productive, rational and reflective thinking (their thinking skills). Dialogic talk can help achieve both these goals. The work of the Russian psychologist Vygotsky is relevant for understanding why this is so.<sup>4</sup> He suggested that using language to communicate helps us learn ways to think. As he put it, what children gain from their 'intermental' experience (communication between minds through social interaction) shapes their 'intramental' activity (the ways they think as individuals). What is more, he suggested that some of the most important influences on the development of thinking will come from the interaction between a learner and more knowledgeable, supportive members of their community.		{{adaptedfrom\|The educational value of dialogic talk in whole-class dialogue\|DialogicTalk\|One of the prime goals of education is to enable children to become more adept at using language, to express their thoughts and to engage with others in joint intellectual activity (their communication skills). A second important goal is to advance children's individual capacity for productive, rational and reflective thinking (their thinking skills). Dialogic talk can help achieve both these goals. The work of the Russian psychologist Vygotsky is relevant for understanding why this is so.<sup>4</sup> He suggested that using language to communicate helps us learn ways to think. As he put it, what children gain from their 'intermental' experience (communication between minds through social interaction) shapes their 'intramental' activity (the ways they think as individuals). What is more, he suggested that some of the most important influences on the development of thinking will come from the interaction between a learner and more knowledgeable, supportive members of their community.
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	Littleton, K., & Howe, C. (2010). Educational dialogues: understanding and promoting productive interaction. Abingdon, Oxon: Routledge.		Littleton, K., & Howe, C. (2010). Educational dialogues: understanding and promoting productive interaction. Abingdon, Oxon: Routledge.
	<references/>		<references/>

			{{teaching approach footer}}

SimonKnight: /* Ground Rules */

2012-09-14T10:28:33Z

Ground Rules

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	== Ground Rules ==		== Ground Rules ==
	[[Ground Rules]] are important to consider in order to establish effective group talk in classroom contexts. ~~</nowiki>~~Again, the resources on the Thinking Together website website<ref name="ftn2"><sup>http://thinkingtogether.educ.cam.ac.uk/resources/Are_these_useful_rules_for_discussion.pdf </sup></ref> are useful for this purpose.		[[Ground Rules]] are important to consider in order to establish effective group talk in classroom contexts. Again, the resources on the Thinking Together website website<ref name="ftn2"><sup>http://thinkingtogether.educ.cam.ac.uk/resources/Are_these_useful_rules_for_discussion.pdf </sup></ref> are useful for this purpose.

	== Exploratory Talk ==		== Exploratory Talk ==

SimonKnight at 14:18, 13 September 2012

2012-09-13T14:18:17Z

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 *when group talk is used regularly and becomes part of everyday science lessons.
-It is the ''teacher skills ''of running group talk that require the most effort to develop and are the focus of this unit. Once developed, they can then be used with little preparation on the part of the teacher, allowing them to be a regular feature of lessons.
+It is the ''teacher skills'' of running group talk that require the most effort to develop. Once developed, they can then be used with little preparation on the part of the teacher, allowing them to be a regular feature of lessons.  Teachers may also find it useful to consider the resources in the [[Category:Questioning|questioning]] category, and to read the [[Group Talk in Science - Research Summary]] document.}}
 = What Do Pupils Think of Group Talk? =

SimonKnight at 14:15, 13 September 2012

2012-09-13T14:15:42Z

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 == Exploratory Talk ==
 Such ground rules should be designed to encourage mutual respect, and understanding, while also fostering high quality critique and reasoning through dialogue.
 = What Does Group Talk Look Like? =
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 Read [[Group Talk in Science - Research Summary]]. Use a highlighter pen and mark those reasons for the promotion of effective group talk which are the most important for you in your lessons.}}
 =References=
 Littleton, K., & Howe, C. (2010). Educational dialogues: understanding and promoting productive interaction. Abingdon, Oxon: Routledge.

SimonKnight: /* The Importance of Talk */

2012-09-13T14:14:11Z

The Importance of Talk

← Older revision		Revision as of 14:14, 13 September 2012
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	== The Importance of Talk ==		== The Importance of Talk ==
	{{adaptedfrom\|The Importance of Speaking and Listening\|ImportanceOfTalk\|Recent research (see the collection edited by Littleton and Howe (2010)) has shown the importance of the link between spoken language, learning and cognitive development (e.g. Mercer, Wegerif & Dawes, 1999; Mercer, Dawes, Wegerif & Sams, 2004 – see below). Through using language and hearing how others use it, children become able to describe the world, make sense of life's experiences and get things done. They learn to use language as a tool for thinking, collectively and alone. However, children will not learn how to make the best use of language as a tool for communicating and thinking without guidance from their teachers. School may provide the only opportunity many children have for acquiring some extremely important speaking, listening and thinking skills.		{{adaptedfrom\|The Importance of Speaking and Listening\|ImportanceOfTalk\|Recent research (see the collection edited by Littleton and Howe (2010)) has shown the importance of the link between spoken language, learning and cognitive development (e.g. Mercer, Wegerif & Dawes, 1999; Mercer, Dawes, Wegerif & Sams, 2004 – see below). Through using language and hearing how others use it, children become able to describe the world, make sense of life's experiences and get things done. They learn to use language as a tool for thinking, collectively and alone. However, children will not learn how to make the best use of language as a tool for communicating and thinking without guidance from their teachers. School may provide the only opportunity many children have for acquiring some extremely important speaking, listening and thinking skills.}}

	=Exploratory Talk and the Thinking Together approach=		=Exploratory Talk and the Thinking Together approach=
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	The Thinking Together site at the University of Cambridge gives some typical sequences of each talk type<ref name="ftn1">[http://thinkingtogether.educ.cam.ac.uk/resources/5_examples_of_talk_in_groups.pdf http://thinkingtogether.educ.cam.ac.uk/resources/5_examples_of_talk_in_groups.pdf]</ref> (Mercer, 2008) in small group work.		The Thinking Together site at the University of Cambridge gives some typical sequences of each talk type<ref name="ftn1">[http://thinkingtogether.educ.cam.ac.uk/resources/5_examples_of_talk_in_groups.pdf http://thinkingtogether.educ.cam.ac.uk/resources/5_examples_of_talk_in_groups.pdf]</ref> (Mercer, 2008) in small group work.

	It is important to note that often dialogue will contain elements of each of these, and indeed that there are times when one ‘type’ of talk might be more appropriate than another – however generally speaking, higher levels of exploratory talk are associated with the educational gains discussed in the introduction to this chapter. A typical pattern of research in these studies has involved an intervention including the development of classroom ‘ground rules’, followed by lessons which are specifically designed to encourage high quality, dialogic, talk which engages pupils in explaining. The typology provides teachers with a simple way to understand the nature of the talk in their own classrooms, and – through encouraging explanation, elaboration, and mutual listening – some clear ways to improve the quality of the talk, as shall now be outlined further.		It is important to note that often dialogue will contain elements of each of these, and indeed that there are times when one ‘type’ of talk might be more appropriate than another – however generally speaking, higher levels of exploratory talk are associated with the educational gains discussed in the introduction to this chapter. A typical pattern of research in these studies has involved an intervention including the development of classroom ‘ground rules’, followed by lessons which are specifically designed to encourage high quality, dialogic, talk which engages pupils in explaining. The typology provides teachers with a simple way to understand the nature of the talk in their own classrooms, and – through encouraging explanation, elaboration, and mutual listening – some clear ways to improve the quality of the talk, as shall now be outlined further.


	== Ground Rules ==		== Ground Rules ==

SimonKnight at 14:13, 13 September 2012

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 == The Importance of Talk ==
-{{adaptedfrom|The Importance of Speaking and Listening|ImportanceOfTalk|Recent research has shown the importance of the link between spoken language, learning and cognitive development (e.g. Mercer, Wegerif & Dawes, 1999; Mercer, Dawes, Wegerif & Sams, 2004 – see below). Through using language and hearing how others use it, children become able to describe the world, make sense of life's experiences and get things done. They learn to use language as a tool for thinking, collectively and alone. However, children will not learn how to make the best use of language as a tool for communicating and thinking without guidance from their teachers. School may provide the only opportunity many children have for acquiring some extremely important speaking, listening and thinking skills.
+{{adaptedfrom|The Importance of Speaking and Listening|ImportanceOfTalk|Recent research (see the collection edited by Littleton and Howe (2010)) has shown the importance of the link between spoken language, learning and cognitive development (e.g. Mercer, Wegerif & Dawes, 1999; Mercer, Dawes, Wegerif & Sams, 2004 – see below). Through using language and hearing how others use it, children become able to describe the world, make sense of life's experiences and get things done. They learn to use language as a tool for thinking, collectively and alone. However, children will not learn how to make the best use of language as a tool for communicating and thinking without guidance from their teachers. School may provide the only opportunity many children have for acquiring some extremely important speaking, listening and thinking skills.
-'''<center>For the research findings which underpin these claims, see:</center>'''
+=Exploratory Talk and the Thinking Together approach=
-Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. ''British Educational Research Journal'', 30, 3, 367-385.}}
+Table 1 - Typology of Talk
-=INSERT text on Exploratory Talk and the Thinking Together approach=
 = What Do Pupils Think of Group Talk? =
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 Read [[Group Talk in Science - Research Summary]]. Use a highlighter pen and mark those reasons for the promotion of effective group talk which are the most important for you in your lessons.}}

SimonKnight at 08:58, 13 September 2012

2012-09-13T08:58:34Z

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	=INSERT text on Exploratory Talk and the Thinking Together approach=		=INSERT text on Exploratory Talk and the Thinking Together approach=
	== What Do Pupils Think of Group Talk? ==
			= What Do Pupils Think of Group Talk? =
	{{adaptedfrom\|Group Talk in Science - Research Summary\|PupilAttitudes\|'''Pupil attitudes to group talk and argument'''		{{adaptedfrom\|Group Talk in Science - Research Summary\|PupilAttitudes\|'''Pupil attitudes to group talk and argument'''

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	The emphasis in Shakespeare (2003) is to provide stimulus for argument and then provocation to continue to defend or alter one’s views in such a way that there is an emotional involvement in the science and thus greater motivation to resolve the dispute. This was supplemented by examples of phrases seen to work well in class that sustain and enhance the responses provided by pupils. In a later project, funded by Wellcome Trust and DfES entitled ''Running arguments? – teacher skills for creative science classrooms'', D. Shakespeare, S. Naylor and B. Keogh worked with Bedfordshire teachers from Key Stage 2 to post-16 on the skills needed to run arguments in lessons. Pupils’ opinions were sought as teachers changed their practice and behaviour in class and included reference to the positive attitudes pupils developed towards regular changing of groups and the chance to work with others, including the making of new friendships. Only a small minority reported a dislike for group discussion.}}		The emphasis in Shakespeare (2003) is to provide stimulus for argument and then provocation to continue to defend or alter one’s views in such a way that there is an emotional involvement in the science and thus greater motivation to resolve the dispute. This was supplemented by examples of phrases seen to work well in class that sustain and enhance the responses provided by pupils. In a later project, funded by Wellcome Trust and DfES entitled ''Running arguments? – teacher skills for creative science classrooms'', D. Shakespeare, S. Naylor and B. Keogh worked with Bedfordshire teachers from Key Stage 2 to post-16 on the skills needed to run arguments in lessons. Pupils’ opinions were sought as teachers changed their practice and behaviour in class and included reference to the positive attitudes pupils developed towards regular changing of groups and the chance to work with others, including the making of new friendships. Only a small minority reported a dislike for group discussion.}}

	== What Does Group Talk Look Like? ==		= What Does Group Talk Look Like? =
	{{adaptedfrom\|Group Talk - Benefits for Science Teaching\|Whole\|'''What is meant by ‘group talk’ and ‘argument’?'''		{{adaptedfrom\|Group Talk - Benefits for Science Teaching\|Whole\|'''What is meant by ‘group talk’ and ‘argument’?'''

SimonKnight at 08:51, 13 September 2012

2012-09-13T08:51:23Z

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 Although developed over half a century ago, Vygotsky's intriguing ideas have only really been put to the test in recent years. Now research has confirmed the validity of some of his claims about the link between language use and the learning of ways of thinking. Research has shown that teachers' modelling of ways of asking questions, offering explanations and providing reasons can have a significant and positive effect on how children use language in problem-solving tasks.<sup>5</sup> Research by myself and colleagues has shown that a programme of carefully designed teacher-led and group- based activities enables children not only to become better at talking and working together but also at solving problems alone.<sup>6</sup> The group-based activities of this programme are very important; but equally important is the kind of dialogue a teacher uses in whole-class plenaries and group monitoring. It is no coincidence that the teacher in the example above has been involved in this programme. And this brings us back to 'dialogic talk'. }}
 == What Do Pupils Think of Group Talk? ==
 {{adaptedfrom|Group Talk in Science - Research Summary|PupilAttitudes|'''Pupil attitudes to group talk and argument'''