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Teaching Approaches/Group talk: Difference between revisions
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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 == | |||
{{adaptedfrom|The Importance of Speaking and Listening|ImportanceOfTalk|Recent research has shown the importance of the link between spoken language, learning and cognitive development (e.g. Mercer, Wegerif & Dawes, 1999; Mercer, Dawes, Wegerif & Sams, 2004 – see below). Through using language and hearing how others use it, children become able to describe the world, make sense of life's experiences and get things done. They learn to use language as a tool for thinking, collectively and alone. However, children will not learn how to make the best use of language as a tool for communicating and thinking without guidance from their teachers. School may provide the only opportunity many children have for acquiring some extremely important speaking, listening and thinking skills. | |||
'''<center>For the research findings which underpin these claims, see:</center>''' | |||
Mercer, N., Wegerif, R. and Dawes, L. (1999) 'Children's talk and the development of reasoning in the classroom', ''British Educational Research Journal'', 25, 1, 95-111 | |||
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. ''British Educational Research Journal'', 30, 3, 367-385.}} | |||
=INSERT text on Exploratory Talk and the Thinking Together approach= | |||
== What Do Pupils Think of Group Talk? == | == What Do Pupils Think of Group Talk? == | ||
{{adaptedfrom|Group Talk in Science - Research Summary|PupilAttitudes|'''Pupil attitudes to group talk and argument''' | {{adaptedfrom|Group Talk in Science - Research Summary|PupilAttitudes|'''Pupil attitudes to group talk and argument''' | ||
