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Teaching Approaches/Group talk: Difference between revisions
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== 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/> | ||
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