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| Select from [[OER4Schools/assets]]. | | Select from [[OER4Schools/assets]]. |
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| = How to make traffic lights =
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| {{: OER4Schools/How to make traffic lights }}
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| = No hands up = | | = No hands up = |
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| {{: OER4Schools/activities/Brainstorming }} | | {{: OER4Schools/activities/Brainstorming }} |
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| = Cumulative talk = | | = Cumulative talk = |
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| Cumulative talk is co operative talk and can lead to knowledge construction through the sharing of ideas. It is limited from an educational point of view in that it does not produce critically grounded knowledge. Its real value is that it promotes group/whole class harmony whilst allowing ground rules for the more meaningful exploratory talk to become established. It also has the added benefit of allowing pupils to increase in confidence as they speak without being challenged at first.
| | {{: OER4Schools/activities/Cumulative talk }} |
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| Cumulative talk is talk in which… | |
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| * Everyone simply accepts and agrees with what other people say.
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| * Children do use talk to share knowledge, but they do so in an uncritical way.
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| * Children repeat and elaborate each other's ideas, but they don't evaluate them carefully.
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| The following document outlines the three types of talk that children are mostly engaged with in the classroom and provides examples:[http://thinkingtogether.educ.cam.ac.uk/resources/5_examples_of_talk_in_groups.pdf Three kinds of talk].
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| = Magic microphone = | | = Magic microphone = |
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| This is a useful technique to encourage students to speak out in the classroom. The teacher poses a question for the students to think about before initiating the use of a prop which is passed around the room. The prop is a tool that the students can use independently to make talk equitable. It could be any small item such as a ball or a bean bag that can be easily passed from one student to another. The student who is holding the prop has permission to speak. When they have finished speaking they then pass the 'magic microphone' on to another willing participant.
| | {{: OER4Schools/activities/Magic microphone }} |
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| Here are the steps:
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| 1. Students listen to a question or a discussion point and are given wait time to formulate their responses. The teacher can introduce the technique either before or after posing the question.
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| 2. Following the wait time, the prop is passed to a student who is willing to say out loud what their response is to the question.
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| 3. The prop (or 'magic microphone') is then passed around the room from student to student with all students who get the prop speaking their responses out loud. A student who does not wish to speak simply passes the prop on to another who does.
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| Tips for using the technique successfully:
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| * establish a friendly, supportive, non-judgemental atmosphere using positive body language and reaffirming phrases
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| * remind students to listen to what other students have said as they may have to adjust their response accordingly
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| * try to keep the activity pacy, encouraging students to quickly pass the prop between themselves
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| * praise students for active listening, for making a contribution and for respecting the contributions made by others
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| * manage the movement of the 'magic microphone' and draw together points from the talk/discussion, paraphrasing them if necessary
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| = Think-Pair-Share = | | = Think-Pair-Share = |
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| This technique encourages cooperative learning by peer interactivity. Teachers should cue the progress from one step to the next. In the primary classroom, hand signals for each step can be developed with the students and these can be used along with verbal cues.
| | {{: OER4Schools/activities/Think-Pair-Share }} |
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| Here are the steps:
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| # '''Think''' - Students listen to a question (this may be an open-ended question to which there are many answers) or a presentation and are given ‘think time’ to formulate their responses.
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| # '''Pair''' - Following the ‘think time’, students work together with a partner, sharing ideas, discussing, clarifying and challenging.
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| # '''Share''' -The pair then share their ideas with another pair, or with the whole class. Students should be prepared to share their partner’s ideas as well as their own.
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| Allowing students time to think, sometimes referred to as 'wait time' has been shown by researchers to improve the quality of their responses. Talking through ideas with a partner first before sharing them with a wider audience allows for those ideas to be elaborated on and refined.
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| = Horseshoe seating arrangement = | | = Horseshoe seating arrangement = |
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| [[File:Blue horseshoe.svg|Blue horseshoe|thumb]]
| | {{: OER4Schools/activities/Horseshoe seating arrangement }} |
| This seating arrangement, where students sit with or without their chairs in the shape of a horseshoe (like the dots in the horseshoe picture) is best used during whole class dialogue for example during cumulative talk. It creates a more 'intimate' classroom environment that helps to provide students with the security they need to take risks with their talk. Everyone can see each other easily and this encourages peer co-operativity. Teachers can stand outside the horseshoe and guide the activity from there or they can join in with the seating arrangement and be an equal contributor. Ideally the open part of the horseshoe would be orientated towards the board if the teacher (or the students) are intending to write anything on the board during the activity.
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| You may need to experiment a number of times before you find the best way of arranging the desks and/or chairs. Desks would not be needed for a cumulative talk activity but they may be needed if the activity chosen involves students writing . Younger children may be happy to sit in a horseshoe arrangement on the floor and a space can be cleared by pushing the desks and chairs to the sides of the classroom.
| | = Traffic lights = |
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| Tips for using this arrangement:
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| * make sure you have tried the arrangement out first before trying it with students and decide on the best orientation
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| * give simple straight-forward instructions as to how the students should move their desks and/or chairs into the arrangement
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| * explain to students that you are using this seating arrangement as it will make it easier for everyone to see each other and contribute equally
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| * encourage students to glance around the horse shoe shape as they speak, addressing their comments to the whole group
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| * factor in time to both set up and dismantle the horseshoe arrangement- the time taken to do this should decrease as the students become more familiar with the layout and move around the room more efficiently
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| = Traffic lights =
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| {{: OER4Schools/activities/Traffic lights }} | | {{: OER4Schools/activities/Traffic lights }} |
