Week 1 PGCE. To understand how speaking and listening underpin all aspects of learning both within...
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Transcript of Week 1 PGCE. To understand how speaking and listening underpin all aspects of learning both within...
To understand how speaking and listening underpin all aspects of learning both within and beyond literacy;
To explore the different ways that teachers can engage children in talk-based activities;
To understand the role of the teacher in facilitating rather than leading talk.
Objectives
Consider your own ‘talk’ history
What was the impact of your location?Do you speak languages other than
English?Were you/are you aware of being judged
how you talk?Was there an influence of your family or
peers?Were you aware of any impact of
different media or popular culture?
“All that the children write, your response [as educator] to what they write, their response to each other, all this takes place afloat upon a sea of talk. Talk is what provides the links between you and them and what they write, between what they have written and each other.”
(Britton, 1970: 29)
A sea of talk
Talk for learningTalk as part of imaginative
engagementDrama, role-play, literate activities
Talk & first-hand experiencesInterviews, visits, pictures,
storytelling
Directed talk linked to learningTalk partners, group discussion,
presentations
Key questions
What do you notice about the children’s use of language?
What did you notice about the teacher’s use of language?
Is there anything that surprised or interested you?
Dialogic teaching“Dialogic teaching harnesses the power of
talk to engage children, stimulate and extend their thinking and advance learning and understanding” Alexander 2006:37
Alexander’s 5 categories of talk
• drilling of facts ideas and routines through constant repetitionRote
• questions that test or prompt recall of what has previously been encountered
• Questions that cue pupils to work out the answer from the clues provided
Recitation
• telling pupils what to do and imparting information and explaining facts, principles and procedures
Instruction/
exposition
Alexander’s 5 categories of talk
• the exchange of ideas with a view to sharing information and solving problems
Discussion
• achieving common understanding through structured, cumulative questioning and purposeful discussion
Dialogue
What does the research tell us about talk that goes on in the classroom?
I InitiationR ResponseF Feedback
(Sinclair and Coulthard 1975)
A dialogic classroom – your aimTeachers:Guide and develop children’s contributionsAre good talk modelsMake talk visibleAgree ‘ground rules’Balance teacher-led discussion and group workGive them something interesting to talk aboutGive space to explore an ideaAsk questions that lead to extended, thoughtful,
reasoned answers.Use a repertoire of talk
Become a dialogic teacher
Alexander (2006)
Exploratory talk is hesitant and incomplete because it enables the speaker to try out ideas, to hear how they sound, to see what others make of them, to arrange information and ideas into different patterns…in exploratory talk the speaker is more concerned with sorting out his or her own thoughts.
Barnes D in Dawes L. and Mercer, N. (2008) Exploring Talk in School London: Sage
Exploratory talk is thinking aloud together - constructing knowledge through talk
Language and thought :VygotskyVygotsky stressed that thought is not merely
expressed in words it comes into existence through them
He considered all speech to be socialised or to have a communicative function
Children can learn effectively through interaction with a more knowledgeable other
Corden, 2000, p.7-8
New informationWhat they know and don’t knowHow to use language for thinkingMake sense of the world
By talking, it changes your thinking and then you have to develop new ways of using language.
Inter-thinking
Lev Vygotsky
Merc
er,
20
07
Joint activityInterthinkingIntermental spaceIntramental spaceArticulateAnalyseChains of responseModify in the light of other people’s
contributions
Language and thought: Bruner
Bruner argued that:Learning is facilitated through organised and
structured learning experiencesChildren need to be provided with opportunities
to extend their current understandingSpeech is a primary instrument of thought Bruner named the provision of appropriate
frameworks for social interaction “scaffolding”.
Corden, 2000, p. 9-11
What might this look like in your classroom?
Plan and set up activities that require:
talk across the curriculumopportunities to talk at lengthspeaking to different audiencestalking with different levels of
formalitytalking for different purposes
19
A Productive Question is… Open – children answer as they see fit and
at the level of their own understanding Probing – further information or
clarification is sought Reflective – children have to consider and
evaluate Hypothetical – children consider situations
and convey opinions, values and perceptionsPrimary National Strategy (2006) Excellence and Enjoyment DfES Ref: 0013-2006PCK-
EN
Speaking and Listening Map of Development
Beginning phaseEarly phaseExploratory languageConsolidating phaseConventional phaseProficient phaseAdvanced phase
Key indicators - what might you see?Major teaching emphasis - what is your role?
First Steps (2006)Previously titled: Indicators for Oral Language Developmental Continuum
What does exploratory talk look like
Actively participateAsk each other
questionsShare relevant
informationGive reasons for their
viewsConstructively criticiseTry to reach agreement
Mercer (2007)
o Asking questionso Including relevant informationo Justifying ideas o Having ground ruleso Using reasoning words – if, but, becauseo Trying to reach an agreemento Trusting each other and acting as a team
Mercer et al (1999)
Robert Fisher’s contributionTalking to think: why children need
philosophical discussion http://www.teachingthinking.net/thinking/web%20resources/robert_fisher_talkingtothink.htm
Robert Fisher’s homepage http://www.teachingthinking.net/
Britton, J. (1970). Language and learning. Harmondsworth: Penguin
Geekie, P., Camborne, B., & Fitzsimmons, P. (1999) Understanding Literacy Development. Stoke-on-Trent: Trentham Books pp.107-117
Medwell, J., Wray, D., Pouslon, L., Fox, R., (220020 Teaching Literacy Effectively in the Primary School.
Mercer, N. (2000) Words & Minds. London: Routledge pp. 121-137
Mercer, N. (1995) The Guided Construction of Knowledge. Clevedon: Multilingual Matters
Mercer, N. & Littleton, K. (2007) Dialogue and the development of children’s thinking. London:Routledge
Myhill, D., Jones, S. & Hopper, R. (2006) Talking, Listening and Learning. Berkshire: OUP
NAA (2004) Building a Picture of What Children Can Do. London: NAA
OfSTED (2005) English 2000-2005: A review of inspection evidence. London: Ofsted
Bibliography