learning through conversation exploring effective communication to promote learning kirsty brown,...
TRANSCRIPT
Learning through Conversation
Exploring effective Communication to promote learning
Kirsty Brown, Educational Psychologist
Conversation & shared understanding
The Czech Republic
Germany
USA
Poland
Video Enhanced Reflection on Communication
Learning through conversationexploring effective communication to promote learning
1. Impact of interaction in learningOptimising communication to promote learning
2. Reflecting with teachers on classroom conversationsExploring nature and process of change
The function of classroom interactions
Across learning• Increased motivation & ownership (eg. Matusov, 2001)
• Teaching more directed to individual need (Schacher, 2003)
• Promotes cooperative learning & child-child scaffolding (Meadows, 1998)
• Potential for positive impact on self-belief & identity (Dweck, 1999; Hattie, 2001)
• Conversational routines promoting self-regulation (Feeney & Ylvisaker, 1998)
Increased attainment & achievement (eg. Schacher, 2003)
Across learning second/foreign language• Role in negotiation of meaning in conversation
(Pica, 1988)
• Role of give-and-take/constructing output in second language development (Swain, 2000)
• Regulating own learning through repeating conversational exchange (Ohta, 2000)
The function of classroom interactions
Hattie’s model of feedback (2001)
Self Self-regulation/Meta-cognition
Process Task
Potential impact on the child’s self-belief• Self-handicapping• Learned hopelessness• Discounting• Adopting less challenging goals• Social comparison
Learning through effective interactions
Independent learners
Learning through effective interactions
Hattie (2001), Mercer (2000), Trevarthen (1998)
Intersubjectivity
Co-operation
Dialogue
Feedback
Learning outcomes
Learning behaviour
Self-belief / Identity
MEDIATION & LEARNING
INTERSUBJECTIVITY:
CO-OPERATION
INTERSUBJECTIVITY:ATTUNEMENT
Modelling effective interactions
Second language learning
(Van Lier, 2004)
Intersubjectivities in the second language learning classroom
Face to face activities• direct experience/real communication• attunement and emotional exchange
Side-by-side activities• shared attention about another object • more effective for learning in the early stages?
Group/class activities• arrangement of activities to facilitate above
Modelling effective interactions
Joint attention/cooperation
about another topic
Scaffold cooperation across group
Emotional & conversational exchangeAttuned body language
Shared attention with children
Dialogue
Feedback
Scaffolding learning
PRIMARY INTERSUBJECTIVITY
SECONDARY INTERSUBJECTIVITY
MEDIATION & LEARNING
MEDIATION & LEARNING
SECONDARY INTERSUBJECTIVIT
Y
PRIMARY INTERSUBJECTIVITY
Sharing goals and feedback
Scaffolding learning
Cooperation
Taking Turns
‘Yes’ Verbal
‘Yes’ Body
Being Attentive
Supporting teacher reflection on classroom conversations
Reflecting on Interactions in the classroom
Key aims that the teachers developed in the project
1. To receive children & build more on children’s ideas
• Extend children’s ideas • Request children to extend their ideas
2. To support the interaction between children
• Link children’s ideas• Pass ideas between 2 children• Passed ideas from child to group
Ideas develop within group Pass to another child Pass to group Make links between children’s
ideas
Receives child’s initiative Receives child’s initiative or responseor response
Extend child’s ideaExtend child’s idea Build on child’s idea Request child to
extend own idea
Teacher makes Teacher makes initiativeinitiative
Reflecting on Interactions in the classroom
Changing classroom interactions
Linking statements = 7 Linking statements = 26
Prior to reflection
Child-child neg
Child-teach neg
Child-teacher self
Child-child extend
Child-teach extend
Child-teach initiate
Make request
Give info
Request extension
Extend child
Child-child neg
Child-child self
Child-teach self
Child-child extend
Child-teach extend
Child-child initiate
Child-teach initiate Make request
Give info
Request extension
Extend child
After reflection
Summary of change in conversations
Teacher-talk
• Increased focus on child’s ideas and decreased focus on own ideas
• Increased use of linking statements
• Changed nature of talk – from content to process of cooperation
Child-talk
• Increased time extending own ideas – with self, teacher & other children
• Increased time extending ideas of other children
• Decreased negative/ off-task interactions
Learning through effective interactions
Hattie (2001), Mercer (2000), Trevarthen (1998)
Intersubjectivity
Co-operation
Dialogue
Feedback
Learning outcomes
Learning behaviour
Self-belief / Identity
References
Dweck, C. S. (1999). Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia: Taylor & Francis Hattie, J. (1999) Influences on student learning. Inaugural professional address, Uni Auckland. www.arts.auckland.ac.nz/edu/staff/jhattie.Matusov, E. (2001) Intersubjectivity as a way of informing teaching design for a community of learners classroom. Teaching and teacher education, 17 (4) 383-402.Mercer, N. (2000) Words and minds, how we use language to think together. London: Routledge. Ohta, A.S. (2000) Rethinking recasts: A learner centred examination of corrective feedback in the Japanese language classroom. In J.K,Hall & L.S. Verplaetse (Eds.), Second and Foreign Language Learning Through Classroom Interaction. Lawrence Erlbaum Associates.Pica, T. (1988) Interactive adjustments as an outcome of NS-NNS negotiated interaction. Language Learning 38,45-73. Shacher, H. (2003) Who gains what from co-operative learning, an overview of eight studies. In Gillies, R.M. & Ashman, A.F. (Eds) Co-operative learning, the social and intellectual outcomes of learning in groups. London: Routledge Falmer.Swain, M. (2000) The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.97-114). Oxford: Oxford University Press.Trevathen, C. (1998) The concept and foundations of infant intersubjectivity. In S. Braten (Ed.), Intersubjective communication and emotion in early ontogeny (pp.15-46). Cambridge: Cambridge University Press.Van Lier, L. (2004) The Ecology of Language Learning. Paper presented at the UC language consortium conference on Theoretical and Pedagocial Perspectives.Ylvisaker, M., & Feeney, T. (1998). Collaborative brain injury intervention: Positive everyday routines. San Diego: Singular Publishing.