Exploring Talk In School Inspired By The Work Of Douglas Barnes Book PDF, EPUB Download & Read Online Free

Exploring Talk in School
Author: Neil Mercer, Steve Hodgkinson
Publisher: SAGE
ISBN: 1446242765
Pages: 208
Year: 2008-09-23
View: 651
Read: 1120
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.
Exploring Talk in School
Author: Neil Mercer, Steve Hodgkinson
Publisher: SAGE
ISBN: 144620572X
Pages: 208
Year: 2008-09-23
View: 315
Read: 691
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.
Exploring Talk in School
Author: Neil Mercer, Steve Hodgkinson
Publisher: SAGE Publications Limited
ISBN: 1847873790
Pages: 208
Year: 2008-10-08
View: 546
Read: 291
Bringing together leading international researchers and drawing on the pioneering work of Douglas Barnes, this book considers ways of improving classroom talk. The book covers 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; and the ‘emerging pedagogy’ of the spoken word.
Dialogue and the Development of Children's Thinking
Author: Neil Mercer, Karen Littleton
Publisher: Routledge
ISBN: 1134136889
Pages: 164
Year: 2007-06-22
View: 464
Read: 183
This book draws on extensive research to provide a ground-breaking new account of the relationship between dialogue and children’s learning development. It closely relates the research findings to real-life classrooms, so that it is of practical value to teachers and students concerned that their children are offered the best possible learning opportunities. The authors provide a clear, accessible and well-illustrated case for the importance of dialogue in children's intellectual development and support this with a new and more educationally relevant version of socio-cultural theory, which explains the fascinating relationship between dialogues and learning. In educational terms, a sociocultural theory that relates social, cultural and historical processes, interpersonal communication and applied linguistics, is an ideal way of explaining how school experience helps children learn and develop. By using evidence of how the collective construction of knowledge is achieved and how engagement in dialogues shapes children's educational progress and intellectual development, the authors provide a text which is essential for educational researchers, postgraduate students of education and teachers, and is also of interest to many psychologists and applied linguists.
Creative Dialogue
Author: Robert Fisher
Publisher: Routledge
ISBN: 113472165X
Pages: 216
Year: 2013-10-31
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Creative Dialogue is an essential guide to dialogic learning for every trainee and practising teacher. It presents practical ways of teaching children to be more thoughtful and creative, and to learn more effectively through speaking and listening in school and at home. The book includes: practical ways to develop dialogic learning across the curriculum a guide to developing talk for thinking in the classroom more than 100 activities for stimulating talk with children of all ages and abilities advice on using dialogue to support assessment for learning ideas for developing listening skills and concentration. Written by a leading expert in teaching thinking, Creative Dialogue is essential reading for all who wish to understand and develop dialogic learning in education today.
Words and Minds
Author: Neil Mercer
Publisher: Routledge
ISBN: 1134590849
Pages: 224
Year: 2002-05-03
View: 288
Read: 1080
Words and Minds takes a lively and accessible look at how we use language to combine our mental resources and get things done. Examining everyday language and drawing on a wide range of research, but always with a light style, Neil Mercer provides a unified account of the relationship between thought and language. Mercer analyses real-life examples of language being used effectively, or otherwise, in many different settings, including workplaces and schools, the home, the internet and the courtroom, and offers practical insights into how we might improve our communication skills. Words and Minds will appeal to anyone interested in language and the psychology of everyday life.
From Communication to Curriculum
Author: Douglas R. Barnes
Publisher:
ISBN:
Pages: 202
Year: 1982
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The Guided Construction of Knowledge
Author: Neil Mercer
Publisher: Multilingual Matters
ISBN: 1853592625
Pages: 135
Year: 1995-01-01
View: 412
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Through analyzing talk which goes on in primary school classrooms and some other locations, this text explains the process of teaching and learning as a social, communicative activity. It contains transcribed episodes of speech between learners and teachers, and learners to learners. The concepts described should be useful for teachers concerned with the quality of education in their classrooms.
Using Talk Effectively in the Primary Classroom
Author: Richard Eke, John Lee
Publisher: Routledge
ISBN: 1134291930
Pages: 192
Year: 2008-08-18
View: 445
Read: 1017
Drawing on their research into the quality, quantity and type of talk that happens in the everyday primary classroom, the authors offer insights into the most effective ways of using talk to improve teaching and learning. They consider broad classroom-based issues, such as: what is important about talk what children know about talk when they get to school the voice of authority and the voice of the learner whole class teaching for diversity the experience of boys and girls, and children with special needs using talk in the Literacy and Numeracy Hours using talk in science and ICT. Packed full of quotes from teachers and pupils in action, this innovative guide presents a range of practical ways that teachers can develop their interactions with their pupils to raise standards in all primary schools.
Thinking Together
Author: Lyn Dawes, Neil Mercer, Rupert Wegerif
Publisher:
ISBN: 1904806015
Pages: 103
Year: 2004
View: 1014
Read: 965
Designed to develop the language and reasoning skills of children at Key Stage 2, this book includes activities which have relevance to English, mathematics, science and citizenship.
Talking, Listening, Learning
Author: Debra Myhill, Rosemary Hopper
Publisher: McGraw-Hill Education (UK)
ISBN: 0335226620
Pages: 167
Year: 2005-11-01
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Read: 939
This book looks at an issue which is at the heart of every classroom - the role that talk plays in children's learning. Drawing on a substantial research base, the book provides useful suggestions to facilitate successful talk between teachers and children to improve learning and raise standards. Through analysing the talk that goes on in primary school classrooms, the book examines the process of talk and learning in detail and shows how teachers' questions, instructions and statements can support and extend children's learning. It highlights the central influence of teacher talk on developing children's learning and looks at international perspectives in the field, including the work of Shirley Brice Heath, Douglas Barnes, Gordon Wells, Neil Mercer and Robin Alexander. This innovative book provides ideas, techniques, and practical suggestions for making classroom talk effective. It is key reading for student and qualified teachers who are interested in improving learning by generating higher levels of participation and interactive talk in their classrooms.
Language Learner Autonomy
Author: Prof. David Little, Leni Dam, Lienhard Legenhausen
Publisher: Multilingual Matters
ISBN: 1783098619
Pages:
Year: 2017-09-25
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This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.
Creating a Speaking and Listening Classroom
Author: Lyn Dawes
Publisher: Routledge
ISBN: 1136922660
Pages: 96
Year: 2010-10-04
View: 1136
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Providing children with opportunities to talk about their learning enables teachers to hear what children are thinking. Talking with one another allows children to question, elaborate, and reflect on a range of ideas. Classroom talk can be motivating and involving, and helps children to think and learn. And yet it is difficult to organise such talk in a classroom. Children unaware of the importance of talk for learning may think of talk as ‘just chat’ – and learning falls away as they slip into social talk. This book provides teachers with strategies and resources to enable whole classes to work together through the medium of talk. Creating a Speaking and Listening Classroom provides timely professional development for teachers. Based on a theoretical approach underpinned by classroom research, this book offers classroom-tested strategies for engaging children in their own learning. Such strategies involve the direct teaching of speaking and listening. Activities in the book can ensure that children know how and why to support one another’s learning in whole-class and group work. The approach enables teachers to ensure that personalised learning programs are based on what children already think and know. The suggested strategies for teaching speaking and listening can enable children to use one another’s minds as a rich resource. This stimulating book will be of interest to professionals in primary education, literacy co-ordinators, and trainee primary teachers.
Towards Dialogic Teaching
Author: R. J. Alexander
Publisher:
ISBN: 0954694333
Pages: 57
Year: 2006-01-01
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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.
Thanks for the Feedback
Author: Douglas Stone, Sheila Heen
Publisher: Penguin
ISBN: 0143127136
Pages: 348
Year: 2015
View: 281
Read: 756
Drawing on ten years of working with businesses, nonprofits, governments, and families, the authors combine the latest insights from neuroscience and psychology with practical advice to explain how to turn feedback into productive listening and learning.