improving the quality of talk to support pupil learning
DESCRIPTION
Improving the quality of talk to support pupil learning. Key issue addressed by the study. This research was designed to: help teachers understand how they might improve their questioning skills i nvolve pupils more in lessons use talk to develop pupils’ thinking and understanding. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/1.jpg)
Improving the quality of talk to support pupil learning
![Page 2: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/2.jpg)
Key issue addressed by the study
This research was designed to: – help teachers understand how they might improve
their questioning skills– involve pupils more in lessons– use talk to develop pupils’ thinking and
understanding
![Page 3: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/3.jpg)
How did teachers and pupils interact in whole class teaching?
Dominant interaction pattern was teacher-child-teacher-child
Questions with predetermined answers meant teachers missed opportunities for supporting learning through helping pupils to make connections between what they already knew and new ideas
![Page 4: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/4.jpg)
How could teachers use talk to extend the children’s thinking?
Generating and extending pupil thinking requires sensitive shaping of the classroom dialogue and sensitive listening to pupils’ responses
![Page 5: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/5.jpg)
How did teachers generate and extend pupil thinking?
They planned the first question in a sequence carefully
But considered how subsequent questioning might extend and support learning and understanding
![Page 6: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/6.jpg)
Example of teachers’ extending children’s thinking
Using a simple strategy of enquiring about possible reasons, the teacher elicited a more extended response to a question about why a boy hit his brother
![Page 7: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/7.jpg)
Example of teacher extending children’s thinking
Teacher: Why do you do it? Child: I don’t know Teacher: Did you do it to hurt him? Had he made you cross? Child: No he kept bugging me so he was walking along the
garden and I lobbed it and it just bounced off the top of his head.
![Page 8: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/8.jpg)
Which pupils were most involved during whole class teaching:
High achievers, especially girls, put their hands up and joined in collective responses
Low achievers and boys were more likely to be off task
![Page 9: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/9.jpg)
Strategies for maximising participation of all pupils:
Teachers can increase all pupils’ involvement through a ‘no hands up’ policy
Inviting children to draw and reflect on personal experiences
![Page 10: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/10.jpg)
Who were the children in the study?
The researchers observed year 2 pupils from three first schools and year 6 pupils from three primary/middle schools
![Page 11: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/11.jpg)
How was the information gathered?
The researchers videoed 15 minute teaching episodes during literacy, numeracy and one other curriculum area
Other data were also collected:– observations of sample pupils using structured schedules
to capture verbal/non-verbal responses– teacher reflections using video as prompt– notes made by researchers recording factors such as
friendships and classroom interruptions
![Page 12: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/12.jpg)
The video recordings captured:
The teacher’s talk The pupils’ responses The pupils’ non verbal interactions
![Page 13: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/13.jpg)
How can teachers use the evidence in this study?
The study found that the quality of dialogue was what counted rather than simply the use of talk. Could you:– frame speculative and process questions as well as
curriculum objectives when planning lessons?
– ask a colleague to observe your whole class teaching session to note how often and when children give more elaborate explanations
– encourage pupils to build on each other’s answers or give pupils ‘time out’ to discuss ideas with a partner?
![Page 14: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/14.jpg)
How can school leaders use the evidence in this study?
The study found that the key point about helping colleagues to develop their questioning skills was to improve the quality of the dialogue
Could you encourage your staff to: practice their questioning skills by taking part in role plays with each other or discussing and reflecting on video recordings of classroom episodes?
![Page 15: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/15.jpg)
Follow-up reading
Study reference: Myhill, D,. (2006) Talk,talk,talk: Teaching and learning in whole class discourse Research Papers in Education Vol. 21, No. 1 pp. 19 - 41
Summary available at: http://www.standards.dfes.gov.uk/research/themes/speakandlisten/talktalk/
![Page 16: Improving the quality of talk to support pupil learning](https://reader036.vdocuments.us/reader036/viewer/2022062520/56816047550346895dcf6b78/html5/thumbnails/16.jpg)
Feedback
Did you find this useful? What did you like? What didn’t you like?Any feedback on this Research Bite would be much appreciated. Please email your feedback to: