Group Talk - Benefits for Science Teaching: Difference between revisions

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Now, revisit the STOP THINK questions you answered earlier.

Has your thinking changed? If so, in what way? If not, which ideas have been reinforced?

'''Why use group talk: a teacher’s perspective'''

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.

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'''

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 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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