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Talk and Science

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.

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Talk and Science

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  1. Talk and Science Wrecsam/Wrexham 26th June 2009

  2. 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

  3. 1993 • “Where appropriate” • IRF • Interactive whole class teaching

  4. Some good news • Dialogic teaching (Alexander) • Exploring talk (Mercer) • Antidote and SEAL • Philosophy for children • APP (wait and see!)

  5. 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

  6. How does collaborative learning help thinking?Visual/kinesthetic support for concept development Opportunities to value prior knowledgeSupportive environments to formulate new ideasOpportunities to rework/reword ideas and provide time for reflection

  7. Opportunities to revisit learning in attractive waysTemplates for pupils to develop their own activitiesScaffolds talk at all levels simultaneouslyProvides tasks that model thinking processes Transformation of information

  8. Activities that provide access to the curriculum, opportunities to practice predictable language structures and improve social relations

  9. Build on prior knowledge • Buzz groups/talk partners • Information gap

  10. Move from concrete to abstract • Key visuals/graphic organisers • Humanising the abstract

  11. Some key visuals • Chart • Grid • Venn diagram • Tree diagram • Sequencing line • Time line • Cycle • Diamond Nines • Sorting table • Tracks

  12. Everybody working with everybody Create different roles and then jigsaw!

  13. How do you jigsaw?

  14. Move social language into curriculum language

  15. Provide motivating ways to go over the same thing more once

  16. 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?

  17. 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?

  18. What key visual will help their thinking?A sorting grid or chart.

  19. 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.

  20. 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

  21. Go to http://www.collaborativelearning.org/wrecsam.html For links to all the resources you have seen today including the powerpoint.

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