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.
Examines classroom communication and managing social relations; Addresses talk in science classrooms; Covers using critical conversations in studying literature; Looks at exploratory talk and thinking skills; Discusses talking to learn and learning to talk in the mathematics classroom; Investigates 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.
- Chapter 1: Exploratory Talk for Learning
- Chapter 2: Talking a Way to Understanding in Science Classrooms
- Chapter 3: From Exploratory Talk to Critical Conversations
- Chapter 4: The Value of Exploratory Talk
- Chapter 5: Talking to Learn and Learning to Talk in the Mathematics Classroom
- Chapter 6: Culture, Dialogue and Learning: Notes on an Emerging Pedagogy
- Chapter 7: Talking Texts into Being: On the Social Construction of Everyday Life and Academic Knowledge in the Classroom
- Chapter 8: Teachers' use of Feedback in Whole-Class and Group-Based Talk
- Chapter 9: Reflections on the Study of Classroom Talk
- Chapter 10: Exploratory Talk and Dialogic Inquiry