Talking to learn

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Talking to learn

Mr. / Girgis

What is talk in classroom?

Many teachers, ourselves included, have found it

challenging to create opportunities for students to

speak to one another in meaningful ways about

class content, but with ties to achievement, the

student-centered classroom, differentiation, and

many international standard sets , communication

and speaking skills are essential to the 21st-century

student.

Classroom Talk:

1-Engaging Pupils in Talk for successful learning.

2. People talk when they say things to one another

or have conversation. You talk to someone when

you discuss something with them.

Discussions in classroom:

The Importance of Class Discussions. Class

discussions offer students opportunities to test their

ideas and opinions against the ideas and opinions of

their peers.

It is important to set the right tone for discussion in

the classroom early on in the semester, and to

establish a rapport with your students.

Friends Talk While Standing in Arkivvideomateriale (100 % royaltyfritt) 4893998 | Shutterstock

What are the skills of Oracy?

Year 7 students focus on building their public

speaking skills through the four strands of the

oracy framework: physical, linguistic, cognitive,

and emotional -- a range that helps them decide

on tones of voice or body language that will help

them effectively communicate their message.

12 Fun Speaking Games for Language Learners | Edutopia

Why is important to participate in class?

Encouraging Class Participation. Class

participation is an important aspect of student

learning. When students speak up in class, they

learn to express their ideas in a way that others can

understand.

When they ask questions, they learn how to obtain

information to enhance their own understanding of

a topic.

A groups of students talking with each other in the hallway before class - Stock Video Footage - Dissolve

The Principles:

1-Engage participants in focused discussions

drawing from their experiences.

2-Create multiple opportunities for participants to

prepare.

3-Keep the conversation horizontal.

4-Focus on meaning and value active listening.

5-Align progressively more demanding dialogue

with student's goals and expectations.

Role-play | TeachingEnglish | British Council | BBC

Explanation:

1-Engage participants in discussions out of

learners' experiences.

A potential theme for discussion might focus

critically on the gendered roles that define

women and men in their homes and communities

. Questions generated around such a theme might

include, “What are the roles of fathers and

mothers in raising children?”

or “Should children be raised equally by both

parents?” Other theme-based questions may

include, “What is the difference between having

only one working parent as opposed to

two?”;“What can be done to stem crime in our

neighborhoods?”

2-Create multiple opportunities for

participants to prepare

We recommend that teachers encourage all

participants to write their ideas on paper first and

to bring that writing to the discussion. In this way

we can be certain that all participants have

something to say or, if necessary, to read.

Pr-discussion preparation might engage students

in well-known cooperative learning practices such

as think-pair-share, three-step interview, or

round-robin brainstorming.

Teenage Students Stand in the Stock Footage Video (100% Royalty-free) 4893650 | Shutterstock

3-Keep the conversation horizontal

The teacher raises awareness of group dynamics

and individual levels of participation. How? For

example, ask participants to identify a contribution

they made to a discussion and contributions others

made to the discussion.

Articulate questions that the discussion generated

and identify behaviors that encouraged or

discouraged participation. Asking students

questions such as “What did you do to encourage

a classmate to share his opinion.

Students can also provide feedback to their

teachers, letting them know how they felt during

the discussion because of their teachers’

interventions and observations regarding their

performance.

4-Focus on meaning and value active listening

Once the dialogue begins, the focus should be on

meaning making. When students are talking

thoughtfully together about something that they

care about, teachers should concentrate on

understanding and helping them clarify or

elaborate their points of view.

As opposed to correcting student language,

teacher-talk might sound something like, “Is there

another way that we might think about

friendships?” Dialogue depends on both talking

and good “listeners” Teachers promote active and

thoughtful listening by assigning certain students

the role of observers.

Observers might take notes on content and

participant strategies and behaviors that either

stimulate or block the dialogue.

5-Align progressive dialogue that

suits students' expectations

Parker proposes two models for progressive

discussion: deliberation and seminar. Through

deliberation, participants’ discussion centers on

resolving a common dilemma or controversial issue

such as “Should website providers be responsible

for the quality and usage of material on the site?”

or “Which of the main tenants of democracy is

more important: freedom or equality?”

Seminar, rather than resolving issues, attempts to

expand understanding of an idea or concept.

Frequently associated with inquiry and questioning

strategies, seminar formats challenge students to

question their own assumptions and

understandings.

Both deliberation and seminar provide students the

opportunities to become critical consumers of their

own language acquisition through advanced,

engaged discourse.

Formats for classroom dialogue

1. Gallery Walk

Develop a set of written or visual images around a theme or concept and use chart paper to post the images or texts on tables or on the wall. A gallery walk structured around the theme of friendship might include pictures or artistic renderings of friendship; quotes about friendship such as “A friend to all is a friend to none”; or even simple words such as enemy or friend.

2. Rating agreement/disagreement

Teachers should choose a theme that allows for a variety of opinions some potentially controversial. We suggest, for example, value-oriented topics that address the lived experiences of students and encourage a wide range of responses, e.g., a ranking activity that elicits opinions about gendered roles in family and society; friendship; honesty, etc.