Promote talk which is exploratory tentative and hypothetical

Shirley Clarke provides a wealth of high quality ideas, practical strategies, classroom examples and whole-school case studies for teachers in primary and secondary schools. The book is clearly structured around the ways in which teachers actually teach, with QR coded web video clips to illustrate key points in action.

Seating plans: the first link is a video on the importance of seating plans. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. Seeks assistance e. Checks personal progress e. Requests further information if needed. Links to beliefs and experiences e.

Plans and anticipates e. Look for occasions when students can work out part or all of the content or instructions. Provide diverse range of ways of experiencing success. Promote talk which is exploratory, tentative and hypothetical. Build a classroom environment that supports risk-taking. Use a wide variety of intellectually challenging teaching procedures. Use teaching procedures that are designed to promote specific aspects of quality learning.

Promote assessment as part of the learning process. Guy Claxton: Expansive Education at IoE, May A comparison of learning habits in schools red and attitudes for the real world green indicating that if we wish to prepare our learners with 21st century skills we need to give opportunities to nurture and develop these attitudes. Article of the week: Effective Teacher Behaviours: SSAT Prior Research on Teacher Effectiveness In the s researchers began to look at the actual behaviours of teachers, using classroom observation in the main, together with surveys asking teachers what they did in the classroom.

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View Expanded. View Table. View Full Size. Corporate Social Responsibility. Emma: I'm not sure if this is right but um, say in a place like Africa, they have quite a few trees, and they kind of give us energy; but in this place like the Arctic, they don't have any trees.

Teacher: They don't have any trees, we've got lots of ideas coming out. Teacher: OK so the atmosphere makes a difference. Dawes, Most classroom talk amongst peers is not usually productive Many observational studies have confirmed this: there is usually very little Exploratory Talk e. Many children may not know how to talk and think together effectively 2. Their teachers assume they do What features of peer dialogue are useful for learning?

Exploratory Talk… q …in which partners engage critically but constructively with each other's ideas; q everyone participates; q tentative ideas are treated with respect; q ideas may be challenged; q challenges are justified, reasons are given and alternative ideas or understandings are offered; q opinions are considered before decisions are made and agreement is sought.

Three Children doing the Raven's test Suzie: D9 now, that's a bit complicated it's got to be Graham: A line like that, a line like that and it ain't got a line with that Tess: It's got to be that one Graham: It's going to be that don't you think? Because look all the rest have got a line like that and like that, I think it's going to be that because Tess: I think it's number 6 Suzie: No I think it's number 1 Graham: Wait no, we've got number 6, wait stop, do you agree that it's number 1?

Because look that one there is blank, that one there has got them, that one there has to be number 1, because that is the one like that.

Do you agree? Tess nods in agreement Suzie: D9 number 1 Suzie writes '1', which is the correct answer Student behaviour in small groups largely mirrors the discourse modelled by, and the expectations communicated by, their teachers. Webb et al. One way of preparing children for dialogue T: Right. Don't talk. Teacher is at her desk preparing to start the lesson. She drops a paper. T: Can you pick it up Sylvia and Gina? Students help the teacher pick up paper from the floor T: Whose mess is all that?

Get it into a neat pile, and two, there should be Helen, a box of compasses in the bottom cupboard, can you get them out for me please? Right this table, Fran's table can we straighten up and move down a bit? This table can to the right a bit. Students are helping set up the classroom. T: Ok, right. Steven we're going to be doing lots of talking today, but we need to be talking about the right things.

Everything away. You're there so Michael and and David can give you a nudge, when you need to focus. Sit next to Helen please Robby. Alright now, today we're moving on a little bit… It's not up to one person, it is a group responsibility.

What about if you can't make your mind up? If two people, if things aren't quite going, going as they should be? S1: Write down both ideas.

T: Write down both ideas, if that's part of the [problem]. And if you've got a real problem? S1: You could vote. T: You could vote, good way of sorting it out. Various students raising their hands T: You still might want to write down this is the majority.

Anything else we could do, Alvie? S1: Explain why you think your answer is right. T: Right explain, take your time to - don't just say well I think this. T: Which is a word you guys often use. How can we explain the effects of Exploratory Talk?

If we want to improve classroom education we could: 1. Train teachers in strategies for using talk effectively 2. Teach children how to use talk for reasoning 3. Integrate teacher-led and peer group discussion For more information… nmm31 cam. Oxford: Blackwell — pp. Goswami, U.

University of Cambridge. Hart, B. Howe, C. Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration.