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Group Talk - Benefits for Science Teaching: Difference between revisions
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Group Talk - Benefits for Science Teaching (view source)
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Introduction <br /> | Introduction <br /> | ||
<onlyinclude>{{#ifeq:{{{transcludesection|Whole}}}|Whole| | <onlyinclude>{{#ifeq:{{{transcludesection|Whole}}}|Whole| | ||
<onlyinclude>{{#ifeq:{{{transcludesection|What}}}|What| | |||
:<onlyinclude>{{#ifeq:{{{transcludesection|What}}}|What| | |||
'''What is meant by ‘group talk’ and ‘argument’?''' | '''What is meant by ‘group talk’ and ‘argument’?''' | ||
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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. | 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> | :}}</onlyinclude> | ||
<onlyinclude>{{#ifeq:{{{transcludesection|Why}}}|Why| | :<onlyinclude>{{#ifeq:{{{transcludesection|Why}}}|Why| | ||
'''Why do it? What are the benefits to the learner?''' | '''Why do it? What are the benefits to the learner?''' | ||
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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. | *'''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. | ||
}}</only include> | :}}</only include> | ||
<onlyinclude>{{#ifeq:{{{transcludesection|WhyUncommon}}}|WhyUncommon| | :<onlyinclude>{{#ifeq:{{{transcludesection|WhyUncommon}}}|WhyUncommon| | ||
'''Why is group talk relatively uncommon in science and maths 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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*'''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. | *'''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. | ||
}}</only include> | :}}</only include> | ||
<onlyinclude>{{#ifeq:{{{transcludesection|How}}}|How| | :<onlyinclude>{{#ifeq:{{{transcludesection|How}}}|How| | ||
'''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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<div style="background-color: LightGrey; border-style: dashed;"> | <div style="background-color: LightGrey; border-style: dashed;"> | ||
