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| *when group talk is used regularly and becomes part of everyday science lessons. | | *when group talk is used regularly and becomes part of everyday science lessons. |
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| 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.}} |
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| The ideas presented in this unit complement those in the resources [[Questioning]] and other resources in the [[Category:Questioning]]
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| '''Why use group talk: a teacher’s perspective'''
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| Think of a class you are going to teach next week that might be amenable to this way of working.
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| Warn them that you are going to try something different with them next lesson. Plan for a plenary activity which will encourage group talk. For example, pose a question such as ‘How does the density of the particles in water change as ice melts?’ Give the pupils two minutes think time, then ask them to pair up and come up with a consensus model to explain what they think is happening. The pairs should then be instructed to convince another pair that they have the best model. Some of the models are then shared with the rest of the class.
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| Or this might be by setting them a contentious question that they have to answer by the end of the lesson.
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| Make sure that you leave sufficient time to do the activity justice.
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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.
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| '''Try an activity'''
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| Watch the video sequence 2 where pupils are engaged in productive group talk without the need for teacher intervention.
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| Make a list of the pupil behaviours that can be seen which promote group talk, for example, the way the pupils face each other and the way they question each other.
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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.}}
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| = What Do Pupils Think of Group Talk? = | | = What Do Pupils Think of Group Talk? = |
