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Talk and Science. Wrecsam/Wrexham 26th June 2009. Putting talk at the heart of learning. Andrew Wilkinson - Oracy - 1965 Harold Orton - English dialect survey Britton, Barnes, Rosen 1974 Collaborative Learning Project 1983 Language in the National Curriculum Oracy Project. 1993. - PowerPoint PPT Presentation
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Talk and Science
Wrecsam/Wrexham26th June 2009
Putting talk at the heart of learning
• Andrew Wilkinson - Oracy - 1965• Harold Orton - English dialect survey
• Britton, Barnes, Rosen 1974• Collaborative Learning Project 1983 • Language in the National Curriculum• Oracy Project
1993•“Where appropriate”•IRF•Interactive whole class teaching
Some good news
•Dialogic teaching (Alexander)
•Exploring talk (Mercer)•Antidote and SEAL•Philosophy for children•APP (wait and see!)
Build on prior knowledgeMove from concrete to
abstractEnsure everyone works with
everyone elseExtend social language
into curriculum languageProvide motivating ways to
go over the same thing more than once
How does collaborative learning help
thinking?
Visual/kinesthetic support for concept
development
Opportunities to value prior knowledge
Supportive environments to formulate new
ideas
Opportunities to rework/reword ideas and
provide time for reflection
Opportunities to revisit learning in
attractive ways
Templates for pupils to develop their
own activities
Scaffolds talk at all levels
simultaneously
Provides tasks that model thinking
processes
Transformation of information
Activities that provide access to the curriculum,
opportunities to practice predictable
language structures and improve social
relations
Build on prior knowledge
• Buzz groups/talk partners• Information gap
Move from concrete to abstract
• Key visuals/graphic organisers• Humanising the abstract
Some key visuals• Chart• Grid• Venn diagram• Tree diagram• Sequencing line• Time line• Cycle
• Diamond Nines• Sorting table• Tracks
Everybody working with everybody
Create different roles and then jigsaw!
How do you jigsaw?
Move social language into curriculum language
Provide motivating ways to go over the same thing
more once
How are activities planned?
• What do we want the children to know?• What kinds of thinking do we hope they will practice?
• What kinds of language do they need? Necessary language and potential language?
• What key visuals best produce the thinking and the language?
• Can we make our activity collaborative/sociable?
Here is an example!!
• We want children to consider the different habitats of animals.
• Where do they live?
• What is it like there?
• Why do they live there?
• How do they survive and/or thrive?
What key visual will help their thinking?A sorting grid or chart.
This can be made into a game.• You need 4 people, one baseboard and two sets of cards (different colours.)
• Work with a partner to make a team of two.
• Shuffle your cards and place them in a pile facing down.
• Take it in turn to turn over your top card and decide where to put it on the board.
• The winning team gets four in row vertically, horizontally or diagonally.
• Decide whether to have challenges or a checking system.
Collaborative Learning and the National
Forest•Inspired by a vision•Fits in where there is space•Committed to growth•Scattered outcrops all over the place
•Plans to cover the whole country
Go to http://www.
collaborativelearning.org/wrecsam.html
For links to all the resources you have seen
today including the powerpoint.