Evaluating school classroom discussion

Introduction

Introduction Resource
This unit draws attention to the value of a sociocultural understanding of spoken language in the processes of teaching and learning. It focuses upon how language can be used for persuasion, control and...

1 Language as a tool for social action

1.1 Persuasion, control and argument Resource
The Reading below contains examples of interaction that you may or may not be familiar with. The book that it comes from is concerned with how people use language in many kinds of situations to solve problems...
1.2 Development through dialogue Resource
Now read Chapter 6, ‘Development through dialogue’, of the set book Words and Minds. As you read, pay special attention to:

2 Evaluating classroom discussion

2.1 Evaluating discussion Resource
The discussion of talk amongst children in Chapter 6 of Words and Minds is concerned with the adequacy of that talk for ‘getting things done’. The next activity will allow you to attempt a reduced version...
2.2 Evaluating discussion (continued) Resource
The quality of discussion amongst students can be evaluated by carrying out the following activity.

References and Acknowledgements

References Resource
Acknowledgements

References

Barnes, D. and Todd, F. (1995) Communication and Learning Revisited, Portsmouth, N. H., Heinemann.

Bennett, N. and Cass, A. (1989) ‘The effects of group composition on group interactive processes and pupil understanding’, British Educational Research Journal, 15, pp. 119–32.

Bennett, N. and Dunne, E. (1992) Managing Classroom Groups, London, Simon and Schuster.

DfEE (Department for Education and Employment)(2001) Key Stage 3 National Strategy: framework for teaching English: Years 7, 8 and 9, London, Department for Education and Employment.

Heath, S. B. (1983) Ways with Words: language, life and work in communities and classrooms, Cambridge, Cambridge University Press.

Mercer, N. (1995) The Guided Construction of Knowledge: talk amongst teachers and learners, Clevedon, Multilingual Matters.

Phillips,T. (1992) ‘Why?: the neglected question’ in Norman, K. (ed.) Thinking Voices: the work of the National Oracy Project, London, Hodder and Stoughton.

Wells,G. (1992) The Meaning Makers: children learning language and using language to learn, London, Hodder and Stoughton.

Acknowledgements

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