The Environment for Group Talk/Document

The climate and environment for group talk

Establish expectations Establish or remind pupils about your expectations for talk before they begin. For instance you could consider ‘ground rules’ for talk such as

• assertions and opinions should be backed up by reasons;
• alternative options are considered before any decision is made. Each person in turn should be invited to speak;
• everyone in the group should be encouraged to speak by the other members;
• the group should try to reach agreement.

However, when scientists talk through something they often interrupt or play ‘devil’s advocate’ and do not obey such ground rules, so that ideas are ‘sparked off’ each other spontaneously. It may help to ask yourself ‘What is the minimum in terms of behaviour I would expect from a group of pupils while arguing their point? Is there anything over and above what I expect from them at other times?’ It may come down to simply reminding them of the need to be considerate to the views of others.

Gather pupils close together and face them towards each other People have more difficulty communicating with each other over distances of approximately 3.5 metres, but can communicate effectively over approximately 0.5 to 3.5 metres. The emotions can be engaged and involvement is greater when people face each other, while they are as physically close together as is reasonable. Ask pupils to pull chairs into close circles, either with or without desks, and not in rows. This is more important if your classroom has long fixed benching.

Stress the importance of eye contact Politely remind pupils to look at each other when speaking and listening. (Note that in some cultures, and for some pupils with disabilities, expectations for eye contact may differ, which needs treating sensitively.)

Clear the desks Many things can distract pupils, and personal items and books take up space and act as barrier to involvement. Eye contact between pupils will be reduced. Clear the desks of everything except that which is needed for the activity – including pupils’ pencil cases, pens, pencils and exercise books.

Convey intended outcomes to group talk Saying ‘I would like you to sort out whether you agree or disagree with that in the next four minutes, when your group will be able to tell other groups the part you disagreed over the most’ is better than ‘Have a quick chat with someone about that’ which specifies neither the purpose (the reason to do it) nor the product (or outcome) of the task.

Use short, specific time targets Specific times that appear to be carefully chosen can help ensure the activity doesn’t drag out (‘You have 25 seconds to come up with a better argument than theirs!’; ‘In the first minute I want to hear a sentences using every keyword from each pair, then, as a foursome. I am looking for three sentences together that explain how ionic bonds formed – which will take four minutes’). It helps to count down to that time limit (‘You have just two minutes to go now …’). Tell them how little time they have and always try to stick to time targets – to the second!

Review

Ensure pupils know what the purpose and the product of the discussion will be. Make explicit the reason why they should be considerate to the views of others; face each other, and sit as close together as possible; use eye contact; clear the desks before they talk as a group work within the time targets set.

Preparation of the laboratory

If you have access to the DfES Science Pedagogy videos, watch sequence 5 which illustrates part of a lesson demonstrating the teacher’s expectations of pupils, the way she has prepared the classroom and the stimulus she uses to get pupils to talk and argue. Alternatively, arrange to observe a colleague who is intending to deliver such a lesson, or video yourself doing so. What ideas have you read about feature in her approach? Explore the layout of other classrooms – what is the impact of this in those rooms?

Intervention in group talk: teacher behaviour and verbal prompts

Proximity If you stand close to a group who are talking it often stifles discussion, and they are more likely to defer to you when they get stuck. Even worse, looming over a pupil or simply leaning on the desk can also stop a conversation. Because you need to know what’s being said, practise standing a metre or two away, look elsewhere and pretend to be listening to someone across the room. If you finally need to intervene, loom nearer or lean on the desk instead of using words.

Relative height If you need to join a small group for even a short time, get to their level or lower by sitting, kneeling or squatting. This allows you to make eye contact, lower your voice and not appear dominant. To keep an eye on the rest of the class, face inwards in the room with as few pupils behind you as possible.

Non-verbal encouragement To encourage a pupil to speak, smile or increase eye contact, nod your head and use slightly more exaggerated facial and vocal expressions. Invite opinion by keeping your palms more upwards in hand gestures. As this may feel unnatural, try it in a mirror and you will find you can increase expression significantly before it starts to look odd.

Review

Don’t loom or lean. Speak to pupils at their level or lower. Encourage non-verbally – eyes, face and gesture.

It is also important that you withhold your opinion, and any ‘correct’ scientific viewpoint, in order to sustain an argument, but it is difficult to think on the spot how to do this.

Verbal prompts and provocation

You will need to find out which phrases you use most in class. Ask a colleague (why not use a teaching assistant?), or pupils. Then copy and complete the table given below. Adapt the prompts to suit you.

Verbal prompt	Do I use something similar already? (yes/no)	Could I use or adapt? (yes/no)	Adaptations that suit me
Saying nothing for longer than pupils expect you to.	No	yes	Make sure that I count to three slowly before giving an extra prompt
‘Is that right? What makes you so sure?’
‘What other information would help you sort out this problem?’
‘If you were allowed to guess anything, what would you say?’
‘What’s the strength/ weakness in your point?’
‘What do you think the main argument from others will be about that view?’
‘What would it mean to you if I say I disagree?’ … and ‘What would it mean to you if I say I agree?’
Using other pupils
‘What do you think?’
‘What’s the matter with that idea?’
‘What’s the strength/ weakness in his or her point?’
‘What do you think of his or her point?’
‘What convinces you that they are right or wrong?’
‘Which do you think best explains it – his or her answer?’
‘Can anyone suggest how you could check that out?’
‘Is she or he right or wrong? Why?’
‘I don’t know – I thought I understood this but now you’re trying to tell me …’
Being non-commital
‘That’s a good argument/way of putting it.’
‘I wouldn’t tell you even if I knew!’
‘That sounds possible to me – but I’m still not completely convinced.’
‘Remember there could be many ways to answer this.’
‘I think I’m changing my mind here … run that past me again.’
‘Are you all happy with that answer?’
‘Remember there could be many ways to answer this.’
‘Are you all happy with that answer?’

Adapted from Shakespeare 2003

Review

Withhold your opinion or the ‘correct’ answer for as long as possible. Ask questions rather than provide answers. Use others answers as prompts for argument.