Talk to learn: Developing group talk to improve learning outcomes in science
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Authors
Walsh, Ed
Richmond, Jennifer
Issue Date
2009
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to develop structured lesson activities using group talk in Science to build learners' confidence, engagement and attainment in Science lessons, particularly for EAL learners.
Aims: The main aim was to develop structured lesson activities using group talk in Science to build learners' confidence, engagement and attainment in Science lessons, particularly for EAL learners.
Methods: The participants in this development work were a Science teacher, an EAL coordinator, a Lead Teacher from Rochdale LA, an AST from the LA, and mentors. Methods used included peer and teacher coaching, use of Steps Tables from the Level Six & Beyond materials, minibooster activities, group work with rules, and AFL to guide future learning.
Findings: The main findings are that structured lesson activities using group talk in Science have improved pupils' confidence, engagement and attainment in Science lessons. EAL learners have acquired an effective use of the English language and have become more confident and articulate individuals. There has been a noticeable and significant response from the pupils in terms of motivation and confidence.
Implications: The findings suggest that structured lesson activities using group talk in Science can improve learners' confidence, engagement and attainment. It also suggests that EAL learners can acquire an effective use of the English language and that literacy skills such as the accurate use of connectives can support higher quality responses.
Aims: The main aim was to develop structured lesson activities using group talk in Science to build learners' confidence, engagement and attainment in Science lessons, particularly for EAL learners.
Methods: The participants in this development work were a Science teacher, an EAL coordinator, a Lead Teacher from Rochdale LA, an AST from the LA, and mentors. Methods used included peer and teacher coaching, use of Steps Tables from the Level Six & Beyond materials, minibooster activities, group work with rules, and AFL to guide future learning.
Findings: The main findings are that structured lesson activities using group talk in Science have improved pupils' confidence, engagement and attainment in Science lessons. EAL learners have acquired an effective use of the English language and have become more confident and articulate individuals. There has been a noticeable and significant response from the pupils in terms of motivation and confidence.
Implications: The findings suggest that structured lesson activities using group talk in Science can improve learners' confidence, engagement and attainment. It also suggests that EAL learners can acquire an effective use of the English language and that literacy skills such as the accurate use of connectives can support higher quality responses.
Description
Keywords (free text)
Secondary education , Science