Presentation on theme: "It’s Good to Talk Bradford Teachers’ Project"— Presentation transcript:
1It’s Good to Talk Bradford Teachers’ Project Day 2:Teachers Talking
2Aims of the DayExploring how whole class talk can be used to promote participation in active learning, and how teachers can investigate classroom talk in their own classrooms, including:Exploring dialogic talk;Patterns of classroom interaction;Differential patterns of participation by students;Strategies to promote the participation of learners in learning interactions;Investigating classroom talk and establishing how to take the project forward.
3Dialogic TalkMonologic teacher – concerned to transmit knowledge; convey information; and maintain control of talkDialogic teacher – concerned to create authentic exchanges, learning through exploration and collaborative talkTeachers’ concerns with what they want to teach sometimes means pupils don’t learn.‘However unequal the balance of knowledge between teacher and learner, there is no way in which the knowledge of the teacher can be transmitted directly to the learner.’ (Wells 1986)
4Dialogic TalkSocratic dialogue: a dialectal process in which teacher and student share a joint inquiry in the search for a truth unknown to both parties.Aims to promote critical thinking and inquiry.By engaging in genuine dialogue with others, individuals can operate at a higher level of thinking than would be possible on their own.‘Dialogic teaching is distinct from the question-answer-tell routines of so-called ‘interactive’ teaching, aiming to be more consistently searching and more genuinely reciprocal and cumulative’ Alexander 2004
5Dialogic TeachingCollective: teachers and children address learning tasks together, whether as a group or class;Reciprocal: teachers and children listen to each other, share ideas and consider alternative viewpointsSupportive: children articulate their ideas freely, without fear of embarrassment over ‘wrong’ answers; and they help each other to reach common understandings;Cumulative: teachers and children build on their own and each other’s ideas and chain them into coherent lines of enquiry;Purposeful: teachers plan and steer classroom talk with specific educational goals in view Robin Alexander
6What does dialogic talk look like? Children share a common goal or purposeChildren allow each other to speakChildren ask questions in order to understand betterChildren paraphrase or reflect back each other’s wordsChildren are prepared to express uncertainty or tentativenessChildren try to make their own point as clearly as possibleChildren explore differences of opinionChildren give arguments to support their ideas
7Teachers Talk Teacher-led whole class talk: In primary, a child’s response averages 4 wordsHigh-achievers volunteer more and are invited to answer moreTeachers’ questions need teachers’ answersInteractive teaching generates limited interactionAn emphasis on pace leads to closed responses
8So who talks?Whole class talk tends not just to be teacher-led, but teacher dominatedTeachers have a turn for every alternate utteranceTeachers’ contributions to the talk are longer and more extendedTeachers control the questionsTeachers control who answers
9Talk Patterns Recitation script: interaction-response-feedback Table tennis: interaction-response-interaction-responseTeacher-child-teacher-child rather than teacher-child-childHeavy use of teacher echoing and repetitionTeachers ask questions to find out what children knowChildren don’t ask questions to find answers to things they don’t know
10Participation Patterns Classroom interaction patterns are predominantly teacher-initiated.There is very little child-initiated interactionThe most frequent types of response are putting hands up, being invited to answer questions and joining in collective responses.There are more differences in engagement patterns in whole class teaching between the achievement groups than between the gender groups.Low achievers are less engaged than high achievers in whole class interactions.
11Increasing Participation create psychological safety (Pass; traffic lights …)seating strategies (varied for purpose)physical resources (whiteboards; cards; counters…)randomising strategies (Talking Hat; bingo numbers..)operate a ‘no hands up’ policy (teacher selection)give thinking time (use IWB timer/egg timer…)disrupt whole class talk with quick burst of pair or group talkgenerate expectation of all responding (write down 2 things…)
13Collecting Evidence HOW WHY Video data To inform reflective practice Audio data – MP3 playersClassroom observationInterviewing students about what they have learntWHYTo inform reflective practiceTo see or hear what often goesunnoticedTo understand the studentperspectiveTo allow detailed analysis or reflection
14In your own classrooms What talk activities happen? How well do they go?Who talks?What would you want to improve?What are your own strengths?
15Teacher ReflectionsOnly a few children responded by putting their hands up.I need to ensure as an outcome that all children are involved.I would like to have more impact on the whole class.Talk in my classroom is very much directed towards those children who have the confidence to ‘put their hand up’.I would like even more involvement.I need to make a conscious effort to scan around the group more so that these things [non-participation] don’t go unnoticed.
16Teachers’ VoicesI have been able to adapt and refine my teaching strategies to stimulate greater participation from my class.It has enabled me to consider the participation levels within my own classroom and to reflect upon how different curriculum areas, pairings, resources and the types of talk can influence this participation.It has enabled me to analyse the impact of different teaching methods I already use and encouraged me to try something new.
17Video and audio data Have a clear focus Having someone operating the camera only draws attention to it, once you have sorted out the best position and camera angle, just press recordBe sure you know what the camera is capturingAcclimatise the children to the camera by having it around before you actually use it.Sound quality in a noisy classroom!Would audio data be just as good?
18Interviewing children Think about it as an opportunity for talk!Could it be used as part of a talk activity?Different players?Teacher – childTeacher – pair or groupChild - childOlder child – younger childParent - childWhat do you learn?What does the child learn?
19Focuses for Network Days Day 3 Mar 2nd Questioning Learning: exploring how teachers can usequestioning to scaffold higher level thinking.Day 4 May 6th Developing Listening: exploring how to support children in becoming effective listenersDay 5 July 13th From Talk to Text: exploring how talk can support the development of writing.Day 6 Oct 5th Drawing on Prior Learning and Experience: exploring the importance of students’ prior and out-of-school knowledge.Day 7 Jan 18th Plenary day: Teacher Presentations and identifying the next steps.
20Next Network Day Pre-session task: Audio or video record three question and answer sessions;Choose one to transcribe or transcribe all three;Try to capture children’s responses too;Bring transcript to the first Network Day.
21Pedagogic dialogue:Teacher-controlled, closed interaction with limited opportunities for participation, reflection or extended contributions: the teacher owns the truth and corrects errorDialogic pedagogy:Teacher-managed interaction in which the dialogue is all-important, where children voice their own evaluative judgements, with an open structure: a participatory mode