Gregorc’s cognitive predilectionsGregorc’s cognitive predilections

concrete

abstract

sequential random

Qu

Project design

Developing a discourse Developing a discourse cultureculture

Schools’ launch conferenceSchools’ launch conference

Oct 07Oct 07

How is a discourse culture linked to How is a discourse culture linked to higher performance in English?...higher performance in English?...

‘Marketplace’‘Marketplace’ 6 groups – pairs or 3s6 groups – pairs or 3s Read your text and transpose to no more than Read your text and transpose to no more than

10 words. Can use diagrams, cartoons, 10 words. Can use diagrams, cartoons, symbols, numberssymbols, numbers

(if in a classroom) One group member holds the (if in a classroom) One group member holds the stall, others share out the stalls to visit and stall, others share out the stalls to visit and collect knowledge to bring back to home group.collect knowledge to bring back to home group.

We can hear the 6 stallholders togetherWe can hear the 6 stallholders together

Talking to learn

Vygotsky

P4C

NLP

Constructivism

Learning to talk

Metalanguage

Metacognition

Quality of talk

Talk as text

To what extent does the talk need to be made visible for the thinking/learning to be embedded?

A continuumA continuum

Ping-pong talk IRF

Hands-upBasket-ball talk

Dialogic talk

Student generated questioning

Performance culture

Learning culture

Culture/orientation?Culture/orientation?

LearningLearning

A belief that effort leads to A belief that effort leads to successsuccess

A belief in one’s ability to A belief in one’s ability to improve and learnimprove and learn

A preference for challenging A preference for challenging taskstasks

Derives satisfaction from Derives satisfaction from personal success at difficult personal success at difficult taskstasks

Applies problem solving and Applies problem solving and self-instruction when engaged self-instruction when engaged in taskin task

PerformancePerformance

A belief that ability leads to A belief that ability leads to successsuccess

A concern to be judged as able A concern to be judged as able and a concern to performand a concern to perform

Satisfaction in doing better Satisfaction in doing better than others or in succeeding than others or in succeeding with little effortwith little effort

Emphasis on interpersonal Emphasis on interpersonal competition, normative public competition, normative public evaluationevaluation

Helplessness: evaluates self Helplessness: evaluates self negatively when task is difficultnegatively when task is difficult

From Self-theories:their role in motivation, personality and development by Carol Dweck 2000

What do we know…What do we know…about the nature of learning?about the nature of learning?

Promised 4 similarities between learners Promised 4 similarities between learners (amalgamation of current research)(amalgamation of current research)

1.1. Everyone needs to work things out for Everyone needs to work things out for themselves (constructivism)themselves (constructivism)

2.2. Experiences that are multi-sensory, dramatic, Experiences that are multi-sensory, dramatic, unusual or emotionally strong are remembered unusual or emotionally strong are remembered far longer and in more detail than ordinary far longer and in more detail than ordinary routine experiencesroutine experiences

3.3. Everyone needs to feel emotionally secure and Everyone needs to feel emotionally secure and psychologically safe (blood flow restricted to psychologically safe (blood flow restricted to ancient parts of the brain, survival behaviours)ancient parts of the brain, survival behaviours)

4.4. Learners are more motivated, engaged and Learners are more motivated, engaged and open when they have some control over their open when they have some control over their learninglearning

……about talk in the classroom?about talk in the classroom?

Mercer and exploratory talk: the thinking together Mercer and exploratory talk: the thinking together project:project:

• disputational, cumulative and exploratory talk features. disputational, cumulative and exploratory talk features. • Interpersonal improves the intrapersonal Interpersonal improves the intrapersonal • Ground rules, objectives, models and review.Ground rules, objectives, models and review. Alexander and dialogic talk: Alexander and dialogic talk: • collective, reciprocal, supportive (conduct & ethos) collective, reciprocal, supportive (conduct & ethos) • cumulative, purposeful (quality of content)cumulative, purposeful (quality of content)• Organising interaction (contexts: whole, group, one-to-one), Organising interaction (contexts: whole, group, one-to-one),

teaching talk (rote, recitation, instruction, teaching talk (rote, recitation, instruction, discussion, dialoguediscussion, dialogue)) SAPERE and P4C: learner centred agendas and SAPERE and P4C: learner centred agendas and

authenticity.authenticity.

(year 2 lesson on similes)(year 2 lesson on similes)

Teacher: What is snow lighter than? Imagine what snow Teacher: What is snow lighter than? Imagine what snow could be lighter than. (could be lighter than. (Indicates with her hands that she Indicates with her hands that she means weight)means weight)

Child 1: StarsChild 1: StarsTeacher: What made you think of that? It’s an interesting Teacher: What made you think of that? It’s an interesting

one. Imagine. Stars light up the sky. Any others?one. Imagine. Stars light up the sky. Any others?Child 2: Sun.Child 2: Sun.Teacher: So you are thinking light too. What do you think I Teacher: So you are thinking light too. What do you think I

mean when I say lighter than here? (mean when I say lighter than here? (Again she uses her Again she uses her hands to indicate a balancing action)hands to indicate a balancing action)

Child 3: Weight.Child 3: Weight.Teacher: I was imagining the weight of the snow. What Teacher: I was imagining the weight of the snow. What

could be lighter than snow?could be lighter than snow?Child 4: The calendar?Child 4: The calendar?

The research: features of talk in the The research: features of talk in the classroomclassroom

Discussion dominated by the teacherDiscussion dominated by the teacher Lack of talk which challenges pupils to Lack of talk which challenges pupils to

think for themselvesthink for themselves Dominance of closed questionsDominance of closed questions Ubiquitous and unspecific praise rather Ubiquitous and unspecific praise rather

than constructive feedback to inform future than constructive feedback to inform future learninglearning

Rarity of autonomous pupil-led discussion Rarity of autonomous pupil-led discussion and problem solvingand problem solving

So how do we close the gap? Are So how do we close the gap? Are there key challenges?there key challenges?

Whole class talkWhole class talk

Collective responsibilityCollective responsibility QuestioningQuestioning Curriculum of enquiryCurriculum of enquiry Engagement and authenticityEngagement and authenticity Teacher dispositionTeacher disposition

Collective responsibilityCollective responsibility Mercer and rulesMercer and rules Self-esteem/self imageSelf-esteem/self image Trust/respect/safety – Paul Ginnis maintenance Trust/respect/safety – Paul Ginnis maintenance

strategies, framed, murder hunt, observer servers, strategies, framed, murder hunt, observer servers, sabotagesabotage

Group work ped pack: p16 developing social skillsGroup work ped pack: p16 developing social skills 4Cs and negotiation during review4Cs and negotiation during review QCA QCA Giving a voiceGiving a voice year 8 unit year 8 unit Teachers as learnersTeachers as learners Lead - learners – teaching behaviour Lead - learners – teaching behaviour

monitoring/influencing tricksmonitoring/influencing tricks Dfes AfL Dev. Questioning and dialogue unit: class set Dfes AfL Dev. Questioning and dialogue unit: class set

own goals and monitor progressown goals and monitor progress What is a learning culture? Guided learning ped pack What is a learning culture? Guided learning ped pack

p.16p.16

QuestioningQuestioning

IRF and cued elicitationIRF and cued elicitation Uncertainty and risk-takingUncertainty and risk-taking Dealing with wrong or unexpected answers – Dealing with wrong or unexpected answers –

critical momentscritical moments Hierarchy of questions: Bloom, AfL unit, video 7bHierarchy of questions: Bloom, AfL unit, video 7b Students’ own questioning skills: big questions Students’ own questioning skills: big questions

to staged (modelled)to staged (modelled) Planning question stringsPlanning question strings Students driving the agenda from KWL to P4CStudents driving the agenda from KWL to P4C

Curriculum of enquiryCurriculum of enquiry

Designing the curriculumDesigning the curriculum Task setting – leading in learning postersTask setting – leading in learning posters Guided learning – instructional sequence Guided learning – instructional sequence

which bridges the gap from dependence to which bridges the gap from dependence to independence p.8 ped packindependence p.8 ped pack

Mediation/facilitation vs instructionMediation/facilitation vs instruction Small group structures that model how to Small group structures that model how to

enquire (Ken)enquire (Ken)

Engagement and authenticityEngagement and authenticity

Constructivist theory: BrunerConstructivist theory: Bruner Prior knowledgePrior knowledge Modes of representing informationModes of representing information Tasks (DARTS, drama), texts, questionsTasks (DARTS, drama), texts, questions Negotiated learning pathways and Negotiated learning pathways and

outcomes (Paul Ginnis)outcomes (Paul Ginnis) P4C & voiceP4C & voice

Teacher dispositionTeacher disposition

Modelling – skills, uncertainty, questioningModelling – skills, uncertainty, questioning Facilitating – Facilitating – Vygotsky’s mediation p.15 Guided Vygotsky’s mediation p.15 Guided

Learning ped packLearning ped pack

Instructing – the need for explanation and Instructing – the need for explanation and expositionexposition

A co-learner – learning behavioursA co-learner – learning behaviours

The project designThe project design

FocusFocus Education not trainingEducation not training Use of inspector bookended supportUse of inspector bookended support County level, as well as school level County level, as well as school level

review and evaluation is not the same as review and evaluation is not the same as inspection.inspection.

Desirable outcomes?Desirable outcomes? An engagement continuum – from isolation and An engagement continuum – from isolation and

truculence to dialogic and collaborative: what constructs truculence to dialogic and collaborative: what constructs and T&L approaches do we have as a profession to and T&L approaches do we have as a profession to grow a groups of students?grow a groups of students?

AfL processes and materials that make the review and AfL processes and materials that make the review and evaluation of talk possibleevaluation of talk possible

Management tools for spreading the culture in one Management tools for spreading the culture in one classroom across a department (e.g. coaching materials, classroom across a department (e.g. coaching materials, departmentally generated ped packs, electronic departmentally generated ped packs, electronic handbook)handbook)

Monitoring tools: how can we monitor the quality of Monitoring tools: how can we monitor the quality of classroom discourse and evaluate its impact, other than classroom discourse and evaluate its impact, other than through observation? In particular, how can students’ be through observation? In particular, how can students’ be involved in this process (e.g. structures for involved in this process (e.g. structures for questionnaires, skills audits, interviews)questionnaires, skills audits, interviews)

Day 2?Day 2?

AfL and talkAfL and talk Discourse analysis and learning to talkDiscourse analysis and learning to talk Philosophy 4 childrenPhilosophy 4 children More on L6 and beyond?More on L6 and beyond? Facilitation trainingFacilitation training