““Effective Talk for Learning: Effective Talk for Learning: Teaching through dialogue”Teaching through dialogue”

David Reedy David Reedy david.reedy@lbbd.gov.ukdavid.reedy@lbbd.gov.uk

To summarise some interesting and relevant To summarise some interesting and relevant research concerning effective talk for learning, research concerning effective talk for learning, including dialogue including dialogue

To discuss an example of classroom discourse To discuss an example of classroom discourse and identify key features of cognitively and identify key features of cognitively challenging conversationschallenging conversations

To describe a CPD project which has led to To describe a CPD project which has led to demonstrable positive changes to classroom demonstrable positive changes to classroom discourse discourse

‘‘Language is the essential condition of Language is the essential condition of knowing, the process by which experience knowing, the process by which experience becomes knowledge.’ becomes knowledge.’

M.A.K.Halliday (1993)M.A.K.Halliday (1993)

Teacher/pupil talkTeacher/pupil talk

‘‘It is in the talk between teacher and pupil It is in the talk between teacher and pupil that education is done or fails to be done’ that education is done or fails to be done’ Edwards and Mercer (1987)Edwards and Mercer (1987)

The transcriptThe transcriptYear 3, Term 3, English

Lesson objectives: Compare two stories. Evaluate two stories which have been read and justify preferences

The upside down mice

At the zoo

The following dialogue is from the conclusion to the lesson, following structured, paired discussion

The transcriptThe transcriptTEACHER: Jack, please tell us which story you preferred and TEACHER: Jack, please tell us which story you preferred and why…why…

The transcriptThe transcriptTEACHER: Jack, please tell us which story you preferred and why…TEACHER: Jack, please tell us which story you preferred and why…

JACK: I preferred JACK: I preferred At the ZooAt the Zoo because it was very mysterious and you didn’t find out what because it was very mysterious and you didn’t find out what was looking at what until the very end because when I first heard the story I thought there was looking at what until the very end because when I first heard the story I thought there were some new arriving animals and the children were looking at them for a school were some new arriving animals and the children were looking at them for a school project but at the end I found that these aliens were actually looking at humans at the zoo project but at the end I found that these aliens were actually looking at humans at the zoo and the humans were the new arrivals…and the humans were the new arrivals…

The transcriptThe transcriptTEACHER: Jack, please tell us which story you preferred and why…TEACHER: Jack, please tell us which story you preferred and why…

JACK: I preferred JACK: I preferred At the ZooAt the Zoo because it was very mysterious and you didn’t find out what because it was very mysterious and you didn’t find out what was looking at what until the very end because when I first head the story I thought there was looking at what until the very end because when I first head the story I thought there were some new arriving animals and the children were looking at them for a school were some new arriving animals and the children were looking at them for a school project but at the end I found that these aliens were actually looking at humans at the zoo project but at the end I found that these aliens were actually looking at humans at the zoo and the humans were the new arrivals…and the humans were the new arrivals…

TEACHER: The story sounds very confusing. When did you understand that the children TEACHER: The story sounds very confusing. When did you understand that the children were in the cages?were in the cages?

The transcriptThe transcriptTEACHER: Jack, please tell us which story you preferred and why…TEACHER: Jack, please tell us which story you preferred and why…

JACK: I preferred JACK: I preferred At the ZooAt the Zoo because it was very mysterious and you didn’t find because it was very mysterious and you didn’t find out what was looking at what until the very end because when I first head the out what was looking at what until the very end because when I first head the story I thought there were some new arriving animals and the children were story I thought there were some new arriving animals and the children were looking at them for a school project but at the end I found that these aliens were looking at them for a school project but at the end I found that these aliens were actually looking at humans at the zoo and the humans were the new arrivals…actually looking at humans at the zoo and the humans were the new arrivals…

TEACHER: The story sounds very confusing. When did you understand that TEACHER: The story sounds very confusing. When did you understand that the children were in the cages?the children were in the cages?

JACK: Oh, not until the very end. In fact, the first time I read it I didn’t get it at JACK: Oh, not until the very end. In fact, the first time I read it I didn’t get it at all. It took two readings and then I thought, ‘all. It took two readings and then I thought, ‘NowNow I know what’s going on!’ I know what’s going on!’

The transcriptThe transcriptTEACHER: Jack, please tell us which story you preferred and why…TEACHER: Jack, please tell us which story you preferred and why…

JACK: I preferred JACK: I preferred At the ZooAt the Zoo because it was very mysterious and you didn’t find because it was very mysterious and you didn’t find out what was looking at what until the very end because when I first head the out what was looking at what until the very end because when I first head the story I thought there were some new arriving animals and the children were story I thought there were some new arriving animals and the children were looking at them for a school project but at the end I found that these aliens were looking at them for a school project but at the end I found that these aliens were actually looking at humans at the zoo and the humans were the new arrivals…actually looking at humans at the zoo and the humans were the new arrivals…

TEACHER: The story sounds very confusing. When did you understand that TEACHER: The story sounds very confusing. When did you understand that the children were in the cages?the children were in the cages?

JACK: Oh, not until the very end. In fact, the first time I read it I didn’t get it at JACK: Oh, not until the very end. In fact, the first time I read it I didn’t get it at all. It took two readings and then I thought, ‘all. It took two readings and then I thought, ‘NowNow I know what’s going on!’ I know what’s going on!’

TEACHER: But on our list of TEACHER: But on our list of What makes a book worth readingWhat makes a book worth reading that we wrote that we wrote earlier, we put ‘EASY TO READ’. At the Zoo doesn’t sound like it was an easy earlier, we put ‘EASY TO READ’. At the Zoo doesn’t sound like it was an easy story if you had to read it twice to understand it…story if you had to read it twice to understand it…

The transcriptThe transcriptTEACHER: Jack, please tell us which story you preferred and why…TEACHER: Jack, please tell us which story you preferred and why…

JACK: I preferred JACK: I preferred At the ZooAt the Zoo because it was very mysterious and you didn’t find out what because it was very mysterious and you didn’t find out what was looking at what until the very end because when I first head the story I thought there was looking at what until the very end because when I first head the story I thought there were some new arriving animals and the children were looking at them for a school were some new arriving animals and the children were looking at them for a school project but at the end I found that these aliens were actually looking at humans at the zoo project but at the end I found that these aliens were actually looking at humans at the zoo and the humans were the new arrivals…and the humans were the new arrivals…

TEACHER: The story sounds very confusing. When did you understand that the children TEACHER: The story sounds very confusing. When did you understand that the children were in the cages?were in the cages?

JACK: Oh, not until the very end. In fact, the first time I read it I didn’t get it at all. It took JACK: Oh, not until the very end. In fact, the first time I read it I didn’t get it at all. It took two readings and then I thought, ‘two readings and then I thought, ‘NowNow I know what’s going on!’ I know what’s going on!’

TEACHER: But on our list of TEACHER: But on our list of What makes a book worth readingWhat makes a book worth reading that we wrote earlier, we that we wrote earlier, we put ‘EASY TO READ’. At the Zoo doesn’t sound like it was an easy story if you had to put ‘EASY TO READ’. At the Zoo doesn’t sound like it was an easy story if you had to read it twice to understand it…read it twice to understand it…

JACK: Yes, but the JACK: Yes, but the wordswords were easy. The story wasn’t. The story was a mystery and I were easy. The story wasn’t. The story was a mystery and I like mysteries, so that is why I like At the Zoo betterlike mysteries, so that is why I like At the Zoo better

The transcriptThe transcriptTEACHER: Jack, please tell us which story you preferred and why…TEACHER: Jack, please tell us which story you preferred and why…

JACK: I preferred JACK: I preferred At the ZooAt the Zoo because it was very mysterious and you didn’t find out what because it was very mysterious and you didn’t find out what was looking at what until the very end because when I first head the story I thought there was looking at what until the very end because when I first head the story I thought there were some new arriving animals and the children were looking at them for a school were some new arriving animals and the children were looking at them for a school project but at the end I found that these aliens were actually looking at humans at the zoo project but at the end I found that these aliens were actually looking at humans at the zoo and the humans were the new arrivals…and the humans were the new arrivals…

TEACHER: The story sounds very confusing. When did you understand that the children TEACHER: The story sounds very confusing. When did you understand that the children were in the cages?were in the cages?

JACK: Oh, not until the very end. In fact, the first time I read it I didn’t get it at all. It took JACK: Oh, not until the very end. In fact, the first time I read it I didn’t get it at all. It took two readings and then I thought, ‘two readings and then I thought, ‘NowNow I know what’s going on!’ I know what’s going on!’

TEACHER: But on our list of TEACHER: But on our list of What makes a book worth readingWhat makes a book worth reading that we wrote earlier, we that we wrote earlier, we put ‘EASY TO READ’. At the Zoo doesn’t sound like it was an easy story if you had to put ‘EASY TO READ’. At the Zoo doesn’t sound like it was an easy story if you had to read it twice to understand it…read it twice to understand it…

JACK: Yes, but the JACK: Yes, but the wordswords were easy. The story wasn’t. The story was a mystery and I were easy. The story wasn’t. The story was a mystery and I like mysteries, so that is why I like At the Zoo betterlike mysteries, so that is why I like At the Zoo better

TEACHER: So Jack prefers At the Zoo. What about you, Karen?TEACHER: So Jack prefers At the Zoo. What about you, Karen?

What makes this an interesting exchange?What makes this an interesting exchange?

An example of ‘dialogic teaching’:An example of ‘dialogic teaching’:

Teachers’ language mattersTeachers’ language matters

Effective teaching talk has particular Effective teaching talk has particular characteristics characteristics

Types of teaching talkTypes of teaching talk

The repertoireThe repertoire RoteRote RecitationRecitation ExpositionExposition DiscussionDiscussion DialogueDialogue

Based on the work of Robin Alexander (2006)Based on the work of Robin Alexander (2006)

Principles and Principles and characteristics of dialogic talkcharacteristics of dialogic talk

Achieving common understanding through structured Achieving common understanding through structured and and cumulative cumulative questioning and discussion. There may, questioning and discussion. There may, or may not, be a right answer but justification and or may not, be a right answer but justification and explanation are sought.explanation are sought.

Pupils’ thinking is challenged and so understanding is Pupils’ thinking is challenged and so understanding is enhanced. The teacher is likely to share several enhanced. The teacher is likely to share several exchanges with a particular child several times in order exchanges with a particular child several times in order to move the thinking on.to move the thinking on.

The pupil’s response is the fulcrum of the exchange. The pupil’s response is the fulcrum of the exchange. ‘‘Conversations with cognitive challenge’Conversations with cognitive challenge’

What seems to matter?What seems to matter?

Ethos mattersEthos matters Classroom ethos, ones where collaboration/ Classroom ethos, ones where collaboration/

sustained shared thinking/dialogue can take sustained shared thinking/dialogue can take place, is created though the way teachers place, is created though the way teachers converse with pupilsconverse with pupils

Notice how this teacher is listening very carefully Notice how this teacher is listening very carefully to what the pupil says and builds directly on his to what the pupil says and builds directly on his answer with comments as well as further answer with comments as well as further questions. She thus sends the message that questions. She thus sends the message that what he says is at the heart of the conversation what he says is at the heart of the conversation about learning and that it is a collaborative about learning and that it is a collaborative process.process.

‘‘The pupil’s response is the fulcrum The pupil’s response is the fulcrum of the exchange’of the exchange’

listening carefully to pupils voices and listening carefully to pupils voices and responding to what those voices reveal responding to what those voices reveal lies at the heart of productive teaching and lies at the heart of productive teaching and learning.learning.

Vocabulary mattersVocabulary matters

Attention to explicit vocabulary building Attention to explicit vocabulary building should be an integral part of teachers’ should be an integral part of teachers’ planningplanning

Context mattersContext matters

The contexts teachers create are crucial The contexts teachers create are crucial for encouraging productive uses of talkfor encouraging productive uses of talk

‘‘Knowledge is developed in the discourse Knowledge is developed in the discourse between people doing interesting things between people doing interesting things together’ Gordon Wells (1999).together’ Gordon Wells (1999).

Pupil voice mattersPupil voice matters

Do we as teachers really give pupils an Do we as teachers really give pupils an opportunity to talk and do we LISTEN to opportunity to talk and do we LISTEN to what they say?what they say?

Martyn Nystand’s researchMartyn Nystand’s research

Nystrand et al (2003) Nystrand et al (2003)

‘ ‘ the most common purpose for classroom discourse was to recall and the most common purpose for classroom discourse was to recall and display assigned information to report on what was already display assigned information to report on what was already known.’(p.139known.’(p.139))

even though there is a strong and statistically significant association even though there is a strong and statistically significant association between student achievement and the extent to which classroom between student achievement and the extent to which classroom discourse discourse moved awaymoved away from recitation to classroom discourse that from recitation to classroom discourse that recruited and highlighted student ideas and voices as indicated by :recruited and highlighted student ideas and voices as indicated by :

proportion of authentic teacher questions,proportion of authentic teacher questions, extent of uptake, for example follow up questions,extent of uptake, for example follow up questions, time devoted to discussion.time devoted to discussion.Discussion had a particularly large effect, especially striking because Discussion had a particularly large effect, especially striking because

there was so little of it.there was so little of it.

Martyn Nystrand ( cont )Martyn Nystrand ( cont )

In his review of research in 2006 he In his review of research in 2006 he repeated the importance of these repeated the importance of these indicators, defining them as indicators, defining them as discourse discourse movesmoves which led to a shift in classroom which led to a shift in classroom talk into cognitively challenging dialoguetalk into cognitively challenging dialogue

‘‘Discourse moves’Discourse moves’

This shift is encouraged in classrooms when:This shift is encouraged in classrooms when: the teacher asks more authentic questions,the teacher asks more authentic questions, the teacher responds to the content of the the teacher responds to the content of the

pupil’s answer when replying (‘uptake’)pupil’s answer when replying (‘uptake’) pupils have opportunities to ask questions,pupils have opportunities to ask questions, there is time devoted to discussionthere is time devoted to discussion

‘‘student questions had the strongest student questions had the strongest effect of all’.effect of all’.

A question from a Y6 pupilA question from a Y6 pupil

What does the question reveal?What does the question reveal? How would you respond to the question?How would you respond to the question? How would your response help develop How would your response help develop

the understanding of the pupils and that of the understanding of the pupils and that of his classmates?his classmates?

Learning talk mattersLearning talk matters

There is a range of effective learning talk There is a range of effective learning talk that teachers can plan for pupils to use that teachers can plan for pupils to use

Eleven Kinds of Learning TalkEleven Kinds of Learning Talk

NarrateNarrate InstructInstruct Ask different kinds of questionAsk different kinds of question Perceive, build upon answersPerceive, build upon answers Analyse, solve problemsAnalyse, solve problems Speculate and imagineSpeculate and imagine Explore and evaluate ideasExplore and evaluate ideas DiscussDiscuss Argue or Defend a PositionArgue or Defend a Position NegotiateNegotiate

Robin Alexander Robin Alexander Culture and Pedagogy ( 2000)Culture and Pedagogy ( 2000)

‘‘Exploratory talk’ Exploratory talk’

Pupils engage critically but constructively Pupils engage critically but constructively with each other's ideas. They may make with each other's ideas. They may make proposals which can be challenged and proposals which can be challenged and counter-challenged, but if so they have to counter-challenged, but if so they have to give their reasons and offer alternatives. give their reasons and offer alternatives.

Based on N. Mercer (2000)Based on N. Mercer (2000)

‘‘Exploratory talk’ Exploratory talk’

Exploratory talk provides pupils with an Exploratory talk provides pupils with an opportunity to extend their thinking and their opportunity to extend their thinking and their learning through talk and through engaging with learning through talk and through engaging with others' ideas in a supportive but challenging others' ideas in a supportive but challenging setting. setting.

Exploratory talk can operate equally in a whole-Exploratory talk can operate equally in a whole-class setting or in small groups or pairs and class setting or in small groups or pairs and where arrangements and guidance for dialogic where arrangements and guidance for dialogic talk can operate. talk can operate.

Based on N. Mercer (2000)Based on N. Mercer (2000)

‘‘Ground Rules For Exploratory Ground Rules For Exploratory Talk’ Talk’ ( developed from Mercer, Dawes, et al 2003)( developed from Mercer, Dawes, et al 2003)

Each person should be invited to speakEach person should be invited to speak Everyone should listen carefullyEveryone should listen carefully Reasons should be asked for, and givenReasons should be asked for, and given Agreement and disagreement are accepted as Agreement and disagreement are accepted as

part of the discussionpart of the discussion Members of the group respect each others Members of the group respect each others

opinions and ideasopinions and ideas All information is sharedAll information is shared The group seeks to reach agreement before The group seeks to reach agreement before

reaching a decision.reaching a decision.

Principles exemplified Principles exemplified ( developed from Mercer and Littlejohn 2007)( developed from Mercer and Littlejohn 2007)

Everybody should contribute/gets a turn to Everybody should contribute/gets a turn to talktalk

What do you think?What do you think?

What is your idea?What is your idea?

Group members should ask each other for Group members should ask each other for their ideas and opinions.their ideas and opinions.

What do you think?What do you think?

Why do you think that?Why do you think that?

Disagreement is healthy but group Disagreement is healthy but group members should listen carefully and members should listen carefully and respect each others views and opinions.respect each others views and opinions.

Those are good reasons but I’m not sure about that Those are good reasons but I’m not sure about that idea because….idea because….

Group members should give reasons for Group members should give reasons for their opinions/views and be asked for them their opinions/views and be asked for them if appropriateif appropriate

What evidence do you have for saying that? What evidence do you have for saying that?

The group seeks to reach agreement The group seeks to reach agreement before reaching a decisionbefore reaching a decision

So do we all agree that….?So do we all agree that….?

Teaching talk: can do betterTeaching talk: can do better

How can classroom cultures where How can classroom cultures where IRE/recitation exchanges dominate be IRE/recitation exchanges dominate be changed?changed?

How can we best support and develop How can we best support and develop teachers’ understanding of effective teachers’ understanding of effective teaching/learning talk?teaching/learning talk?

Teachers moving forward: A Case Teachers moving forward: A Case StudyStudy

Marks Gate Infant SchoolMarks Gate Infant School

DagenhamDagenham

The key questions we have The key questions we have been working on!been working on!

How do we work together to increase the How do we work together to increase the amount of productive talk in classrooms?amount of productive talk in classrooms?

How do we know when the talk has been How do we know when the talk has been productive?productive?

Working with teachers; Working with teachers; methodologymethodology

Practitioner action research/lesson studyPractitioner action research/lesson study Supported by researchers/advisersSupported by researchers/advisers Sustained work over timeSustained work over time Whole school/group of motivated teachersWhole school/group of motivated teachers

Audio recordingAudio recording Video recordingVideo recording TranscriptsTranscripts Teachers’ annotations of transcriptsTeachers’ annotations of transcripts Focus group discussionsFocus group discussions Team teaching and observationTeam teaching and observation Staff meetingsStaff meetings

Preliminary StepsPreliminary Steps

Identification by the school of the issue to Identification by the school of the issue to addressaddress

Lessons from research – input from Lessons from research – input from adviser/researcheradviser/researcher

Starting points :a short self Starting points :a short self evaluation checklist for reflection evaluation checklist for reflection

Did your opening question/comment give rise to Did your opening question/comment give rise to thoughtful extended answers rather than simple recall?thoughtful extended answers rather than simple recall?

Did pupils have an opportunity to discuss in Did pupils have an opportunity to discuss in pairs/small/large groups?pairs/small/large groups?

Did pupils have an opportunity to formulate and ask Did pupils have an opportunity to formulate and ask questions?questions?

Did you respond to pupils’ answer and build Did you respond to pupils’ answer and build conversations over 2 or more exchanges?conversations over 2 or more exchanges?

Where your responses a mixture of questions, Where your responses a mixture of questions, comments and statements, some of which were comments and statements, some of which were designed to challenge thinking?designed to challenge thinking?

Did the pupils’ talk show that their thinking had moved Did the pupils’ talk show that their thinking had moved on?on?

Discussing transcripts and Discussing transcripts and reflecting on teaching and learningreflecting on teaching and learning

What evidence is there that the child has What evidence is there that the child has learned something?learned something?

How could I have moved learning on more How could I have moved learning on more effectively?effectively?

What would have been a better thing to What would have been a better thing to have said at xx point?have said at xx point?

What will be the next step for me in my What will be the next step for me in my classroom?classroom?

The teacher talk: bathing the babyThe teacher talk: bathing the baby

Read the transcript and consider:Read the transcript and consider: What makes this an interesting exchange?What makes this an interesting exchange? What has the teacher done to make this What has the teacher done to make this

productive conversation happen- what productive conversation happen- what matters?matters?

Transcript : ReceptionBath time-Children are bathing a doll in warm water, after a whole

class introduction of the topic

TChild 1T.

Child 2T.Child 1T.Child 3TChild 2T.Child 2T.Child 2T.

Child 3T.Child 3T.Child 3T.Child 3T.Child 2T.Child 2

What are we going to do first with this baby?We’re gonna put him in the bath.Right ok. Shall we put him in face down like that? ( Goes to put baby in bath face down)No, no that’s bad!Why, what’s wrong, why can’t I do that?He might cry.I suppose he might cry.Get water in his eyes.He could. I wonder if there are any other bits of his face that might get water in them?His lips.Ah!He’s gonna open his mouth and then he’s gonna get water.Right….Do you think he’ll be able to breathe with water in his mouth?No.Do you know what it is called when you go in water and you can’t breathe? (children look blank)… It’s called drowning.My dad done that, went under water.He went under the water did he?But he ain’t dead.I’m glad he’s not dead!He was sick.He was very lucky then, wasn’t he?(Nods)Right shall we put this baby in the bath then?Put him in face up. So he doesn’t get…what was that word Miss?Drowned.Yeah, so he don’t get drowned

Teachers moving forwardTeachers moving forward

What does the SLT and the teachers say What does the SLT and the teachers say has been the impact?has been the impact?

What did the teachers say had What did the teachers say had changed…changed…

In their own pedagogical practiceIn their own pedagogical practice ‘‘I use talk much more frequently, but I also think more I use talk much more frequently, but I also think more

about why and then target/focus the talk’ about why and then target/focus the talk’ Reception Reception class teacherclass teacher

‘ ‘ I feel my questioning within teaching has improved I feel my questioning within teaching has improved greatly. I feel I can now use effective questioning to greatly. I feel I can now use effective questioning to bridge and extend children’s learning.’bridge and extend children’s learning.’ Y2 teacher Y2 teacher

‘‘I now give children more time and confidence when I now give children more time and confidence when they answer questions or respond to comments. I they answer questions or respond to comments. I don’t repeat children’s answers.’don’t repeat children’s answers.’ Reception class Reception class teacherteacher

What did the teachers say had What did the teachers say had changed…changed…

In classIn class

‘‘Children are really engaging with each other Children are really engaging with each other and listening and responding to each other and listening and responding to each other ( within large group work) without adult ( within large group work) without adult intervention’. intervention’. Y1 teacherY1 teacher

‘‘Pupil to pupil talk has become much more Pupil to pupil talk has become much more valuable to me ‘valuable to me ‘ Y2 teacher Y2 teacher

What seems to matter?What seems to matter?

What seems to matter to teachers to help What seems to matter to teachers to help them move their practice forward?them move their practice forward?

What did the teachers say were of most What did the teachers say were of most benefit to their own professional benefit to their own professional

development?development? Meeting on a regular basis over a long Meeting on a regular basis over a long

period of timeperiod of time Using transcripts from their own Using transcripts from their own

classrooms to reflect on the talk and classrooms to reflect on the talk and setting personal targets to work onsetting personal targets to work on

Discussing with a group of trusted Discussing with a group of trusted colleagues within schoolcolleagues within school

Sharing work and ideas with other schools Sharing work and ideas with other schools which are interested in the same areawhich are interested in the same area

‘ ‘ Talking through opportunities we have Talking through opportunities we have done we get the opportunity to see where done we get the opportunity to see where our dialogue could have been improved. our dialogue could have been improved. This provides us with valuable new This provides us with valuable new knowledge and understanding.’knowledge and understanding.’ Year 2 Year 2 teacherteacher

Benefits for the schoolBenefits for the school

‘‘We are able to feed back to others We are able to feed back to others techniques we find effective; as a result techniques we find effective; as a result teaching within the school is more teaching within the school is more effective’ effective’ Y2 teacher and KS1 coordinatorY2 teacher and KS1 coordinator

‘‘Children across the school are more Children across the school are more verbal and staff have an understanding of verbal and staff have an understanding of the importance of talk ( if not the same the importance of talk ( if not the same level of skill as the focus group )’ level of skill as the focus group )’ FS FS coordinatorcoordinator

2006 2007 2008 2009

APS 13.8 14.6 15.3 16.4

S&L (L2+)

84.3 92.2 96.6 98.3

Reading(L2b+)

62.7 71.4 72.2 83.1

Writing(L2b+)

43.1 58.4 44.4 83.1

Mathematics (L2b+)

58.8 63.6 75.9 89.8

We know that teachers’ knowledge of interaction We know that teachers’ knowledge of interaction patterns alone does not guarantee that the discourse patterns alone does not guarantee that the discourse patterns within classrooms will change. It is the patterns within classrooms will change. It is the combination of the knowledge about research into combination of the knowledge about research into classroom discourse, the developing of pedagogical classroom discourse, the developing of pedagogical practice ( trying it out in my class in this school) and the practice ( trying it out in my class in this school) and the opportunities for discussion with like minded colleagues opportunities for discussion with like minded colleagues and advisers/researchers which needs to be planned for and advisers/researchers which needs to be planned for over a significant period of time.over a significant period of time.