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Group Talk - Benefits for Science Teaching: Difference between revisions
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Group Talk - Benefits for Science Teaching (view source)
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<noinclude>{{ORBITreading}}</noinclude> | |||
< | Introduction <br /> | ||
<section begin=Whole/> | |||
<section begin=What/> | |||
'''What is meant by ‘group talk’ and ‘argument’?''' | '''What is meant by ‘group talk’ and ‘argument’?''' | ||
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When the group talk is over, pupils may have changed their minds at least once. They will be able to explain their current viewpoint and any previous opinions they held, as well as some of the views held by others. | When the group talk is over, pupils may have changed their minds at least once. They will be able to explain their current viewpoint and any previous opinions they held, as well as some of the views held by others. | ||
<section end=What/> | |||
<section begin=Why/> | |||
'''Why do it? What are the benefits to the learner?''' | '''Why do it? What are the benefits to the learner?''' | ||
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*'''Variety and learning styles '''Can be used as an alternative to written or practical work (for example, experiments), or just listening as the teacher explains and demonstrates. Group talk encourages the use of different learning styles and thus can be inclusive to pupils excluded from more traditional (and often written) activities. | *'''Variety and learning styles '''Can be used as an alternative to written or practical work (for example, experiments), or just listening as the teacher explains and demonstrates. Group talk encourages the use of different learning styles and thus can be inclusive to pupils excluded from more traditional (and often written) activities. | ||
<section end=Why/> | |||
<section begin=WhyUncommon/> | |||
'''Why is group talk relatively uncommon in science and maths lessons? What are the issues expressed by teachers?''' | '''Why is group talk relatively uncommon in science and maths lessons? What are the issues expressed by teachers?''' | ||
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*'''Internal factors '''The teacher may be reluctant to take a risk with group talk because they are afraid that discipline will be a problem. They do not feel comfortable with the apparent loss of control and, as their pupils are not used to being given this level of freedom to express their ideas, they may be reluctant or misbehave. If group talk has been tried in the past it may have been unsuccessful because of a lack of consideration of factors such as classroom layout and teacher behaviour. | *'''Internal factors '''The teacher may be reluctant to take a risk with group talk because they are afraid that discipline will be a problem. They do not feel comfortable with the apparent loss of control and, as their pupils are not used to being given this level of freedom to express their ideas, they may be reluctant or misbehave. If group talk has been tried in the past it may have been unsuccessful because of a lack of consideration of factors such as classroom layout and teacher behaviour. | ||
<section end=WhyUncommon/> | |||
<section begin=How/> | |||
'''When are pupils more likely to engage in group talk and argument?''' | '''When are pupils more likely to engage in group talk and argument?''' | ||
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The ideas presented in this unit complement those in the resources [[Questioning]] and other resources in the [[Category:Questioning]] | The ideas presented in this unit complement those in the resources [[Questioning]] and other resources in the [[Category:Questioning]] | ||
<section end=How/> | |||
<div style="background-color: LightGrey; border-style: dashed;"> | |||
<div style="background-color: | |||
Watch the video sequence 1. This shows a science teacher giving her reasons for using group talk and argument | Watch the video sequence 1. This shows a science teacher giving her reasons for using group talk and argument | ||
</div> | </div> | ||
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Has your thinking changed? If so, in what way? If not, which ideas have been reinforced? | Has your thinking changed? If so, in what way? If not, which ideas have been reinforced? | ||
'''Why use group talk: a teacher’s perspective''' | '''Why use group talk: a teacher’s perspective''' | ||
<div style="background-color: | <div style="background-color: LightGrey; border-style: dashed;"> | ||
Think of a class you are going to teach next week that might be amenable to this way of working. | Think of a class you are going to teach next week that might be amenable to this way of working. | ||
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Evaluate how successful the activity was. If you feel that you could have organised the plenary differently, then make a note of this for next time. | Evaluate how successful the activity was. If you feel that you could have organised the plenary differently, then make a note of this for next time. | ||
</div> | </div> | ||
'''Try an activity''' | '''Try an activity''' | ||
<div style="background-color: | <div style="background-color: LightGrey; border-style: dashed;"> | ||
Watch the video sequence 2 where pupils are engaged in productive group talk without the need for teacher intervention. | Watch the video sequence 2 where pupils are engaged in productive group talk without the need for teacher intervention. | ||
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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. | 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. | ||
</div> | </div> | ||
<section end=Whole/> | |||
<hr> | <hr> | ||
{{ | {{DfES Science Ped Pack}} | ||
