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{{adaptedfrom|The educational value of dialogic talk in whole-class dialogue|DialogicTalk|One of the prime goals of education is to enable children to become more adept at using language, to express their thoughts and to engage with others in joint intellectual activity (their communication skills). A second important goal is to advance children's individual capacity for productive, rational and reflective thinking (their thinking skills). Dialogic talk can help achieve both these goals. The work of the Russian psychologist Vygotsky is relevant for understanding why this is so.<sup>4</sup> He suggested that using language to communicate helps us learn ways to think. As he put it, what children gain from their 'intermental' experience (communication between minds through social interaction) shapes their 'intramental' activity (the ways they think as individuals). What is more, he suggested that some of the most important influences on the development of thinking will come from the interaction between a learner and more knowledgeable, supportive members of their community. | {{adaptedfrom|The educational value of dialogic talk in whole-class dialogue|DialogicTalk|One of the prime goals of education is to enable children to become more adept at using language, to express their thoughts and to engage with others in joint intellectual activity (their communication skills). A second important goal is to advance children's individual capacity for productive, rational and reflective thinking (their thinking skills). Dialogic talk can help achieve both these goals. The work of the Russian psychologist Vygotsky is relevant for understanding why this is so.<sup>4</sup> He suggested that using language to communicate helps us learn ways to think. As he put it, what children gain from their 'intermental' experience (communication between minds through social interaction) shapes their 'intramental' activity (the ways they think as individuals). What is more, he suggested that some of the most important influences on the development of thinking will come from the interaction between a learner and more knowledgeable, supportive members of their community. | ||
Although developed over half a century ago, Vygotsky's intriguing ideas have only really been put to the test in recent years. Now research has confirmed the validity of some of his claims about the link between language use and the learning of ways of thinking. Research has shown that teachers' modelling of ways of asking questions, offering explanations and providing reasons can have a significant and positive effect on how children use language in problem-solving tasks.<sup>5</sup> Research by myself and colleagues has shown that a programme of carefully designed teacher-led and group- based activities enables children not only to become better at talking and working together but also at solving problems alone.<sup>6</sup> The group-based activities of this programme are very important; but equally important is the kind of dialogue a teacher uses in whole-class plenaries and group monitoring. It is no coincidence that the teacher in the example above has been involved in this programme. And this brings us back to 'dialogic talk'. }} | Although developed over half a century ago, Vygotsky's intriguing ideas have only really been put to the test in recent years. Now research has confirmed the validity of some of his claims about the link between language use and the learning of ways of thinking. Research has shown that teachers' modelling of ways of asking questions, offering explanations and providing reasons can have a significant and positive effect on how children use language in problem-solving tasks.<sup>5</sup> Research by myself and colleagues has shown that a programme of carefully designed teacher-led and group-based activities enables children not only to become better at talking and working together but also at solving problems alone.<sup>6</sup> The group-based activities of this programme are very important; but equally important is the kind of dialogue a teacher uses in whole-class plenaries and group monitoring. It is no coincidence that the teacher in the example above has been involved in this programme. And this brings us back to 'dialogic talk'. }} | ||
== The Importance of Talk == | == The Importance of Talk == | ||
