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Author: Rupert Knight Publisher: McGraw-Hill Education (UK) ISBN: 0335250041 Category : Education Languages : en Pages : 181
Book Description
"This thought provoking and highly informative book is a perfect handbook for teachers and school leaders interested in improving the quality of talk in their classrooms." Amy Gaunt and Alice Stott, Directors at Voice 21 and authors of Transform Teaching and Learning through Talk: the Oracy Imperative. “For practising teachers, it offers a guide to how to exercise sound professional judgement in selecting and sustaining strategies that place talk at the centre of teaching and learning, so that all students benefit.” Alan Howe, Education Consultant and Associate with Oracy Cambridge Purposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers an analysis of schools’ responses to improving the quality of both learning to talk and talking to learn. The book explores classroom talk through the analysis and comparison of examples drawn from diverse schools and age groups, across primary and secondary education settings. Alongside a wealth of practical strategies, the book offers an insight into the realities of implementation, helping teachers to make well-informed judgments about developing classroom talk within their own schools. This book features: •Examples of lesson activities and resources, accompanied by explanations and advice from practitioners •Vivid depictions of real classroom practice with comprehensive analysis linked to up-to-date research and theory •Questions and prompts to promote reflection on the reader’s own context •An emphasis on teachers’ professional judgement and informed implementation of oracy practices A holistic and accessible resource, this book is aimed at experienced, early career and student teachers, as well as other education professionals. Rupert Knight was a teacher in schools in London and Nottingham. He currently works at the University of Nottingham, UK, on teacher education and other postgraduate courses. Rupert is the author of Classroom Talk and he continues to work closely with teachers to develop the use of spoken language in the classroom.
Author: Rupert Knight Publisher: McGraw-Hill Education (UK) ISBN: 0335250041 Category : Education Languages : en Pages : 181
Book Description
"This thought provoking and highly informative book is a perfect handbook for teachers and school leaders interested in improving the quality of talk in their classrooms." Amy Gaunt and Alice Stott, Directors at Voice 21 and authors of Transform Teaching and Learning through Talk: the Oracy Imperative. “For practising teachers, it offers a guide to how to exercise sound professional judgement in selecting and sustaining strategies that place talk at the centre of teaching and learning, so that all students benefit.” Alan Howe, Education Consultant and Associate with Oracy Cambridge Purposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers an analysis of schools’ responses to improving the quality of both learning to talk and talking to learn. The book explores classroom talk through the analysis and comparison of examples drawn from diverse schools and age groups, across primary and secondary education settings. Alongside a wealth of practical strategies, the book offers an insight into the realities of implementation, helping teachers to make well-informed judgments about developing classroom talk within their own schools. This book features: •Examples of lesson activities and resources, accompanied by explanations and advice from practitioners •Vivid depictions of real classroom practice with comprehensive analysis linked to up-to-date research and theory •Questions and prompts to promote reflection on the reader’s own context •An emphasis on teachers’ professional judgement and informed implementation of oracy practices A holistic and accessible resource, this book is aimed at experienced, early career and student teachers, as well as other education professionals. Rupert Knight was a teacher in schools in London and Nottingham. He currently works at the University of Nottingham, UK, on teacher education and other postgraduate courses. Rupert is the author of Classroom Talk and he continues to work closely with teachers to develop the use of spoken language in the classroom.
Author: Rupert Knight Publisher: Critical Publishing ISBN: 1912508877 Category : Education Languages : en Pages : 155
Book Description
This book summarises the theoretical principles behind talk in school and briefly maps the research tradition in this field. It examines the evidence relating to a variety of forms of classroom talk, including whole school culture and oracy; classroom environments conducive to talk; whole class teacher-pupil talk and pupil-pupil peer talk. The final chapter explores up-to-date issues and influences relating to talk, such as mastery learning, informed by international comparisons. Firmly grounded in evidence and the latest thinking, the book also offers practical advice for everyday implementation and evaluation of these principles. Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.
Author: Amy Gaunt Publisher: Rowman & Littlefield ISBN: 1475840691 Category : Education Languages : en Pages : 177
Book Description
“Reading and writing float on a sea of talk” declared James Britton – and yet in our current education system, where the pressure is on for students to pass written exams, it is all too easily left adrift. How then, as teachers and educators, can we turn the tide and harness the power of talk in our classrooms? This is not just an educational choice but rather, given students’ vastly different experiences of language, a moral imperative. Amy Gaunt and Alice Stott’s must-read book serves as a detailed and engaging guide to get talking in class. It blends the academic research and evidence, with first-hand classroom experiences and practical strategies to enable you to unlock the power of oracy in your classroom and equip your students with the speaking skills they need to thrive in the twenty first century. Transform Teaching and Learning Through Talk describes how to: Identify and teach good talk (and listening!) Build a classroom culture which values talk Create meaningful and authentic contexts for oracy Support your quietest students to speak up too! This book is a rich resource for teachers, drawing upon key academic research and outlining what this could look like in your classroom. Throughout, the authors share personal insights, engaging anecdotes and tried-and-tested approaches drawn from their experience teaching in primary and secondary classrooms. Whether you teach college-age students or those just starting their journey through school, this book will challenge you to think deeply about what you can do integrate oracy into your practice.
Author: Neil Mercer Publisher: SAGE ISBN: 1446242765 Category : Education Languages : en Pages : 210
Book Description
Selected as an Outstanding Academic Title by Choice Magazine, January 2010 Classroom talk, by which children make sense of what their peers and teachers mean, is the most important educational tool for guiding the development of understanding and for jointly constructing knowledge. So what practical steps can teachers take to develop effective classroom interaction? Bringing together leading international researchers and drawing on the pioneering work of Douglas Barnes, this book considers ways of improving classroom talk. Chapters cover: - classroom communication and managing social relations; - talk in science classrooms; - using critical conversations in studying literature; - exploratory talk and thinking skills; - talking to learn and learning to talk in the mathematics classroom; - the ′emerging pedagogy′ of the spoken word. With an accessible blend of theory, research and practice, the book will be a valuable resource for teachers, teacher-trainers, policy makers, researchers and students.
Author: Rupert Knight Publisher: Critical Publishing ISBN: 1912508885 Category : Education Languages : en Pages : 130
Book Description
This book summarises the theoretical principles behind talk in school and briefly maps the research tradition in this field. It examines the evidence relating to a variety of forms of classroom talk, including whole school culture and oracy; classroom environments conducive to talk; whole class teacher-pupil talk and pupil-pupil peer talk. The final chapter explores up-to-date issues and influences relating to talk, such as mastery learning, informed by international comparisons. Firmly grounded in evidence and the latest thinking, the book also offers practical advice for everyday implementation and evaluation of these principles. Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.
Author: R. J. Alexander Publisher: ISBN: 9780954694333 Category : Communication in education Languages : en Pages : 57
Book Description
With dialogue and dialogic teaching as upcoming buzz-words, we face a familiar mix of danger and opportunity. The opportunity is to transform classroom talk, increase pupil engagement, and lift literacy standards from their current plateau. The danger is that a powerful idea will be jargonised before it is even understood, let alone implemented, and that practice claiming to be dialogic will be little more than re-branded chalk and talk or ill-focused discussion. Dialogic teaching is about more than applying tips such as less hands-up bidding. It demands changes - in the handling of classroom space and time; in the balance of talk, reading and writing; in the relationship between speaker and listener; and in the content and dynamics of talk itself.
Author: Jeff Zwiers Publisher: Taylor & Francis ISBN: 1003843298 Category : Education Languages : en Pages : 249
Book Description
Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world.
Author: A. Edwards Publisher: Routledge ISBN: 1135720258 Category : Education Languages : en Pages : 214
Book Description
In this fully revised and extended edition, Tony Edwards and David Westgate continue to examine methods of investigation for use in classrooms and ways in which researchers and teachers may advance their knowledge of classroom talk. They have taken the opportunity to add material on oracy and the importance of spoken language in the curriculum.; All research evidence and bibliographic material has been revised and updated. This book should continue to be an important text for a new generation of students and researchers in language and linguistics, social science and education studies.
Author: Gordon Wells Publisher: Teachers College Press ISBN: 9780807740149 Category : Education Languages : en Pages : 510
Book Description
This book draws from six years work by the Developing Inquiring Communities in Education Project (DICEP) to provide a range of practical, replicable methods for building collaborative communities, in which democratic principles of education may be realized. Recognizing that each classroom is unique in its makeup, its context, and its history, these seasoned teacher-researchers rely heavily on discourse, both spoken and written, to engage students in the active learning process. Their findings are striking and clear, and testify to the exciting potential that dialogic interaction and collaborative knowledge building have for the field of education. Key features of this book are: identification of appropriate research questions; real-life teaching strategies based on extensive hands-on experience in the field; and workable suggestions for facilitating inquiry-based learning and teaching.
Author: Rupert Knight
Author: Rupert Knight
Author: Rupert Knight
Author: Amy Gaunt
Author: KNIGHT
Author: Neil Mercer
Author: Rupert Knight
Author: R. J. Alexander
Author: Jeff Zwiers
Author: A. Edwards
Author: Gordon Wells