SPEAKING AND LISTENINGLEARNING TO TALKYear 1 BA PrimaryCore 1 Lead Lecture

Semester 1

University of Winchester Y1 Core LL W

eek 5

WHAT ARE THE BENEFITS OF TALK IN THE CONTEXT OF LEARNING?

1. It is empowering

2. It can facilitate learning at an individual level, extending our own knowledge and understanding

3. It supports problem-solving

Semester 1

University of Winchester Y1 Core LL

Week 5

LEARNING INTENTIONS

Develop awareness of the important link between speaking, listening and learning

Know that speaking and listening underpins effective learning in all core subjects

Know about the role of the teacher in planning opportunities for learning through speaking and listening

Know some key principles for effective talk To consider the role of exploratory talk in supporting

children’s learning. To identify the role of the teacher in supporting

exploratory talk in the classroom. To recognise the way in which stories as a context for

learning can support exploratory talk and the learning of key ideas in the core subjects.

Semester 1

University of Winchester Y1 Core LL

Week 5

SCHOOL BASED INDEPENDENT STUDY TASK (KS1 AND KS2)

Semester 1: Exploratory Talk in Science        This is a cross core activity Reflect on  your role in developing high quality

exploratory talk with children in the context of … e.g. (Science – (EYs Developing Knowledge and

Understanding of the World)

There are two parts to this directed task:  a)    Reflect on questioning (focused lesson

observation) b) Talk Box 

Semester 1

University of Winchester Y1 Core LL

Week 5

A)     REFLECTING ON QUESTIONING

Work with another student in your school (you will be on paired placement) 

Using the picture book Lost and Found by Oliver Jeffers, lead some exploratory talk with a small group of children. 

Plan some questions to engage the children in talk about an age appropriate aspect of the book for between 10 -20 minutes.

The talk may be mostly focused on English, Maths or Science

While you are leading the exploratory talk, your partner student will observe.

At the end of the talk, discuss with your partner your experience of leading exploratory talk and identify 1 or 2 most interesting insights or observations that emerge. Jot them down on the bottom of your plan.

Guidance for planning and observing the exploratory talk will be provided during seminars in semester 1.

Use the frame below to analyse the speaking and listening during the exploratory talk session. You can use the headings and layout to type your own frame.

Semester 1

University of Winchester Y1 Core LL

Week 5

Semester 1

University of Winchester Y1 Core LL

Week 5

SUPPORTING TALK – TALK BOXES Semester 1

University of Winchester Y1 Core LL

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Semester 1

University of Winchester Y1 Core LL

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TALK AS THE FOUNDATION OF LEARNING

….talk is much more than an aid to effective teaching. Children, we now know, need to talk, and to experience a rich diet of spoken language, in order to think and to learn.

Reading, writing and number may be acknowledged curriculum ‘basics’, but talk is arguably the true foundation of learning.

(Alexander, 2004 – Towards Dialogic Teaching)

Semester 1

University of Winchester Y1 Core LL

Week 5

DIALOGUE AND DIALOGIC TALK

Dialogueconversation between individuals

Dialogic Talk development of ideas in talk – exploring in depth a situation, problem or possible answer

Semester 1

University of Winchester Y1 Core LL

Week 5

Semester 1

University of Winchester Y1 Core LL

Week 5

MERCER, WEGERIF AND DAWES(1999) MODEL Endorse a socio-cultural view of learning

and illustrate the benefits of training children in the use of language to aid logical thinking.

Takes long turn at talk Uses “because” Uses “I think” Uses “I agree”

Semester 1

University of Winchester Y1 Core LL

Week 5

THE DOWNING MODEL Level 1 – reflects a refusal, or inability, to enter

into a discussion Level 2 – makes a claim to knowledge (I think, I

believe, I know, I want to know) Level 3 – offers grounds to support a claim

(because) Level 4 – supports a claim with further evidence

(offers 2 or more reasons – might, definite, sure, maybe…)

Level 5 – responds to ideas from others (listens and adjusts position accordingly)

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University of Winchester Y1 Core LL

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Level 6 – Able to sustain an argument (uses skills necessary e.g. listening, reinforcing, adjusting, questioning)

Level 7 – Evaluates the evidence and draws conclusions (recognises others, comes to a reasoned judgement and that any conclusion is provisional, may need to gather further information)

FEATURES OF AUTHORITATIVE AND DIALOGIC TALK (Harlen, W. (2004) PSR 83)

Semester 1

University of Winchester Y1 Core LL

Week 5

Authoritative Talk Controlled by the

teacher

Direction of talk depends on what teacher says.

Teacher questioning for ‘right’ answers.

Short ‘wait’ time

Dialogic Talk Controlled by pupils and teacher.

Direction depends on what pupils say.

Teacher questioning for reasoning and speculation

Longer ‘wait’ time

“It is through language, especially spoken language,

that teachers teach and children learn.”

Alexander 2004 p2

Semester 1

University of Winchester Y1 Core LL

Week 5

QUESTIONSOpen Closed

Semester 1

University of Winchester Y1 Core LL

Week 5

QUESTIONS FOR EXPLORATORY TALK AROUND BOOKS What are the most

interesting aspects of the book that you could use to develop exploratory talk?

Speculative (what if?)

Reflective (why? How?)

Literal

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University of Winchester Y1 Core LL

Week 5

2) where has he been

3) what would you do if you found a plane? What else could he have found?

5/6) Why has the author made the colours change?

7) how well do the words ‘Suddenly the plane spluttered’ work?

8)What would you do?

9/10) if he rang home, what would the boy be saying? Make a call to your partner

11/12) how does the language work in ‘ …steering the ship towards a flicker of light, he landed on the moon with a bump.’ How would it be different if the author deleted the blue words?

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University of Winchester Y1 Core LL

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13) Are there really monsters in the dark? Are the pictures the author’s way of representing fear?

14) How did the boy and the Martian feel? Act out their conversation with a partner.

16) What ideas are they sharing? How would you get home?

17/18) how has the author organised words and pictures on this double page spread?

19/20) make up a question

26) make up a question ( how might they meet again? How are they feeling?

29) make up a question

Semester 1

University of Winchester Y1 Core LL

Week 5

Semester 1

University of Winchester Y1 Core LL

Week 5

OUR CHALLENGEAs teachers, we need to:

Guide and develop children’s contributions Give them something interesting and relevant to talk

about Offer the space to explore an idea Ask questions that lead to extended, thoughtful,

reasoned answers Make talk visible Agree ‘ground rules’ Be good talk models Balance teacher-led discussion and group work Use a repertoire of talk

Become a dialogic teacher

Alexander (2006)

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University of Winchester Y1 Core LL

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BRUNER (1966)

Learning is a process not a product

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University of Winchester Y1 Core LL

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IN CONCLUSION

“A teacher is not simply the instructor or facilitator of the learning of a large and disparate set of individuals, but rather is a potential creator of a ‘community of enquiry’ in a classroom…(children) are apprentices in collective thinking under the expert guidance of their teacher. ..the teacher has to guide children in how to talk and work together and agree some clear ground rules for making it happen.”

(Mercer 2000)

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University of Winchester Y1 Core LL

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BIBLIOGRAPHY

Alexander, R.J. (2006) Dialogic Talk Alexander, R.J. (2008) Towards Dialogic Teaching: rethinking

classroom talk. York: Dialogos. (First edition 2004)Bruner, J. (1966) Toward a theory of instruction. Mass, USA: Harvard University PressMercer, N. (2000) Words and Minds: How we use language to think together. London: Routledge

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.

Naylor, S., Downing, B. and Keogh, B. (2001) “An empirical study of argumentation in primary science, using Concept Cartoons as a stimulus.” Paper presented at the 3rd Conference of the European Science Education Research Association Conference. Thessaloniki, Greece. August, 2001.

Semester 1

University of Winchester Y1 Core LL

Week 5