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Teaching Approaches/Group talk: Difference between revisions
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=INSERT text on Exploratory Talk and the Thinking Together approach= | =INSERT text on Exploratory Talk and the Thinking Together approach= | ||
= 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''' | ||
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The emphasis in Shakespeare (2003) is to provide stimulus for argument and then provocation to continue to defend or alter one’s views in such a way that there is an emotional involvement in the science and thus greater motivation to resolve the dispute. This was supplemented by examples of phrases seen to work well in class that sustain and enhance the responses provided by pupils. In a later project, funded by Wellcome Trust and DfES entitled ''Running arguments? – teacher skills for creative science classrooms'', D. Shakespeare, S. Naylor and B. Keogh worked with Bedfordshire teachers from Key Stage 2 to post-16 on the skills needed to run arguments in lessons. Pupils’ opinions were sought as teachers changed their practice and behaviour in class and included reference to the positive attitudes pupils developed towards regular changing of groups and the chance to work with others, including the making of new friendships. Only a small minority reported a dislike for group discussion.}} | The emphasis in Shakespeare (2003) is to provide stimulus for argument and then provocation to continue to defend or alter one’s views in such a way that there is an emotional involvement in the science and thus greater motivation to resolve the dispute. This was supplemented by examples of phrases seen to work well in class that sustain and enhance the responses provided by pupils. In a later project, funded by Wellcome Trust and DfES entitled ''Running arguments? – teacher skills for creative science classrooms'', D. Shakespeare, S. Naylor and B. Keogh worked with Bedfordshire teachers from Key Stage 2 to post-16 on the skills needed to run arguments in lessons. Pupils’ opinions were sought as teachers changed their practice and behaviour in class and included reference to the positive attitudes pupils developed towards regular changing of groups and the chance to work with others, including the making of new friendships. Only a small minority reported a dislike for group discussion.}} | ||
= What Does Group Talk Look Like? = | |||
{{adaptedfrom|Group Talk - Benefits for Science Teaching|Whole|'''What is meant by ‘group talk’ and ‘argument’?''' | {{adaptedfrom|Group Talk - Benefits for Science Teaching|Whole|'''What is meant by ‘group talk’ and ‘argument’?''' | ||
