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Group Talk - Benefits for Science Teaching: Difference between revisions
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SimonKnight (talk | contribs) (Created page with "Introduction '''What is meant by ‘group talk’ and ‘argument’ in science lessons?''' Group talk includes any activity where pupils’ ideas are explored ''verbally ...") |
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Group talk includes any activity where pupils’ ideas are explored ''verbally between pupils'', even if the final product is written or practical. It includes verbal argument (in this context the word ''argument ''is used to describe discussion between pupils who hold differing views) as much as more formal debates (about contentious topics such as genetic engineering). Group talk can be both collaborative and competitive. | Group talk includes any activity where pupils’ ideas are explored ''verbally between pupils'', even if the final product is written or practical. It includes verbal argument (in this context the word ''argument ''is used to describe discussion between pupils who hold differing views) as much as more formal debates (about contentious topics such as genetic engineering). Group talk can be both collaborative and competitive. | ||
'''Stop and think''' | '''Stop and think''' | ||
Before reading ahead, jot down your first thoughts to complete the following statements: | Before reading ahead, jot down your first thoughts to complete the following statements: | ||
# An activity a science teacher might carry out that could be called a ‘group talk’ activity is … | |||
# If the activity was successful, what I would expect to see the pupils doing is …and what I would expect to hear in their conversations is …and what I would expect to see the teacher doing is … | |||
activity is … | # The benefits to the learner of science would be … | ||
# A teacher might not use group talk activities, giving reasons, such as … | |||
'''What does successful group talk and argument look like?''' | '''What does successful group talk and argument look like?''' | ||
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*when seating arrangements and environment are planned in order to facilitate discussion; | *when seating arrangements and environment are planned in order to facilitate discussion; | ||
*when the teacher’s language and non-verbal communication are planned in advance in order to promote pupil confidence in the stimulus material for group talk; | *when the teacher’s language and non-verbal communication are planned in advance in order to promote pupil confidence in the stimulus material for group talk; | ||
* when the teacher withholds their opinion, or the answers for longer than usual; | * when the teacher withholds their opinion, or the answers for longer than usual; | ||
* when groupings are chosen by the teacher, and are regularly changed; | * when groupings are chosen by the teacher, and are regularly changed; | ||
* when timings are specifically used and usually kept short; | * when timings are specifically used and usually kept short; | ||
*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. | ||
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 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. | ||
The ideas presented in this unit complement those in the resources [[Questioning]] and other resources in the [ | The ideas presented in this unit complement those in the resources [[Questioning]] and other resources in the [[Category:Questioning]] | ||
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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. | 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. | ||
Read [[Group Talk - Research | 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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