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.

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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.