Talking to learn
Mr. / Girgis
Translate This Page
“He will wipe away every tear
from their eyes, and death shall
be no more, neither shall there
be mourning, nor crying, nor pain
anymore, for
the former things
have passed away.”
—Revelation 21:4
Humor:
Teacher: I hope I didn't see
you looking at Maria's
answers.
Student: I sure hope you
didn't, either!
Dear visitor,
Use the language selector above
to go through my whole site using
any native language you speak,
then you can enjoy my YouTube
channel.
اختاراي لغة من لغات العالم / اللغة التى تريد تصفح
موقعى باستخدامها . استخدم المؤشر
الذى فى الاعلى
I register a video presentation in my
YouTube channel for each page of
my site.
Next,use the other world site selector
above to go to the search engine site
or the social media site you like.
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.
What are the skills of Oracy?
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.
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.
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.
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.
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.
|
Talking in class.pdf Size : 136.986 Kb Type : pdf |