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| Introduction | | Introduction |
| | <onlyinclude>{{#ifeq:{{{transcludesection|What}}}|What| |
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| | | '''What is meant by ‘group talk’ and ‘argument’?''' |
| '''What is meant by ‘group talk’ and ‘argument’ in science lessons?''' | |
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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. |
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| 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: |
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| # An activity a science teacher might carry out that could be called a ‘group talk’ activity is … | | # An activity a science/maths 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 … | | # 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 … |
| # The benefits to the learner of science would be … | | # The benefits to the learner of science/maths would be … |
| # A teacher might not use group talk activities, giving reasons, such as … | | # A teacher might not use group talk activities, giving reasons, such as … |
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| '''What does successful group talk and argument look like?''' | | '''What does successful group talk and argument look like?''' |
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| | When you take part in productive talk as an adult, you make suggestions and support, modify or clarify others’ views. You challenge ideas, ask questions to seek clarification, summarise and evaluate the pros and cons. You care about your own opinions, but allow others to shape and counter them. |
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| When you take part in productive talk as an adult scientist, you make suggestions and support, modify or clarify others’ views. You challenge ideas, ask questions to seek clarification, summarise and evaluate the pros and cons. You care about your own opinions, but allow others to shape and counter them.
| | In lessons where productive group talk is taking place you will see pupils discussing ideas with each other independently of, but guided by, the teacher. Pupils will often be turning to face each other, making and maintaining eye contact with others and using animated expressions with their eyes, face and through gesture. They will want to convince others, but will be looking for opportunities to consider others’ views. Words and phrases related to reasoning (such as ''because, why?, what if ...?'') will be used. At times, pupils will be thinking and saying little as they listen to others. The teacher will be aware of the progress of the conversations and intervening without interrupting the flow of the talk. The pupils will be in control of the time taken on a discussion and will be clear on what they are expected to produce as a result of the activity. |
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| In science lessons where productive group talk is taking place you will see pupils discussing scientific ideas with each other independently of, but guided by, the teacher. Pupils will often be turning to face each other, making and maintaining eye contact with others and using animated expressions with their eyes, face and through gesture. They will want to convince others, but will be looking for opportunities to consider others’ views. Words and phrases related to reasoning (such as ''because, why?, what if ...?'') will be used. At times, pupils will be thinking and saying little as they listen to others. The teacher will be aware of the progress of the conversations and intervening without interrupting the flow of the talk. The pupils will be in control of the time taken on a discussion and will be clear on what they are expected to produce as a result of the activity.
| | 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. |
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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.
| | <onlyinclude>{{#ifeq:{{{transcludesection|Why}}}|Why| |
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| '''Why do it? What are the benefits to the learner?''' | | '''Why do it? What are the benefits to the learner?''' |
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| * '''Developing the whole child '''The ability to resolve disagreements is a life-skill. | | * '''Developing the whole child '''The ability to resolve disagreements is a life-skill. |
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| Pupils become more reflective as they try to arrive at a consensus by | | Pupils become more reflective as they try to arrive at a consensus by expressing different points of view; or work collaboratively to explore ideas, plan and make decisions. Further, it supports the development of literacy. |
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| expressing different points of view; or work collaboratively to explore ideas, plan and make decisions. Further, it supports the development of literacy.
| | *'''Pupil motivation and emotional involvement '''When argument is taking place, and pupils are actively prompted and provoked to defend a point of view – by the teacher and by others – it raises the emotional involvement in a topic, so that pupils are more engaged. In essence, they are being encouraged to ‘care’ about the science viewpoint they have, and to take a stand for or against it, even if they concede to others along the way. These features are more common in good English, RE and humanities lessons. |
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| *'''Pupil motivation and emotional involvement '''When argument is taking place, and pupils are actively prompted and provoked to defend a point of view | | *'''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. |
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| – by the teacher and by others – it raises the emotional involvement in a topic, so that pupils are more engaged. In essence, they are being encouraged to
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| ‘care’ about the science viewpoint they have, and to take a stand for or against it, even if they concede to others along the way. These features are more common in good English, RE and humanities lessons.
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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.
| | <onlyinclude>{{#ifeq:{{{transcludesection|WhyUncommon}}}|WhyUncommon| |
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| '''Why is group talk relatively uncommon in science 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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| * '''External factors '''Many teachers may feel a pressure to ‘deliver the curriculum’. | | * '''External factors '''Many teachers may feel a pressure to ‘deliver the curriculum’. There is no time in the lesson to do more than impart information. Also, the teacher may be concerned about having evidence of work having taken place (for example, usually something written down in books) – for others in the school, for parents or for Ofsted. |
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| There is no time in the lesson to do more than impart information. Also, the teacher may be concerned about having evidence of work having taken place (for example, usually something written down in books) – for others in the school, for parents or for Ofsted.
| | *'''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. |
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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
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| 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.
| | <onlyinclude>{{#ifeq:{{{transcludesection|How}}}|How| |
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| '''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]] |
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| | Watch the video sequence 1. This shows a science teacher giving her reasons for using group talk and argument. |
| | colspan="64" style="border-top:none;border-bottom:0.035cm solid #ff00ff;border-left:0.035cm solid #ff00ff;border-right:0.035cm solid #ff00ff;padding:0cm;"| Watch the video sequence 1. This shows a science teacher giving her reasons for using group talk and argument.
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| Now, revisit the STOP THINK questions you answered earlier. | | Now, revisit the STOP THINK questions you answered earlier. |
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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? |
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| '''Why use group talk: a teacher’s perspective''' | | '''Why use group talk: a teacher’s perspective''' |
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