Issues In Communication Presentation
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Transcript of Issues In Communication Presentation
How can I become a more effective classroom
communicator?
What are the characteristics of
ineffective teacher talk?
What are the necessary skills for
effective teacher talk?
that language strongly
influences the ways in
which we learn to think
that learning is rooted
in social life and
communication
Lev Vygotsky (1896 - 1934)
Acknowledgements
Avril Haworth (2009)
Issues in Communication
Professional Practice Lecture at Crewe
Acknowledgements
How can I become a more effective classroom
communicator?
What are the characteristics of
ineffective teacher talk?
Ineffective Communication : Key MessagesToo much teacher talk focuses on
behaviour and organisation
Teacher dominates the ‘talking space’
Teacher uses negative, dismissive, sarcastic language
Teacher assumes understanding
Inclusive Language
‘Shut up and
get on
with your
work.’
‘We need to
refocus on the
task set.’
Inclusive LanguageWho can tell me the answer to this question?
So let’s see what we know about this subject.
No, not really – someone else?
That’s an interesting idea – anyone anything to add?
Come on, you lot, someone must have an idea
Come on, what’s the matter with us all today
You clearly haven’t been listening
I think we all need to refocus on the task/objective.
It doesn’t matter what you think; it’s what’s in the syllabus, that matters
That is a good answer, but unfortunately that is not what the examiner will be looking for.
Do this and you’ll get the grade you’re predicted to get.
Can you understand why this is will help you get a good mark?
How can I become a more effective classroom
communicator?What are the characteristics of
ineffective teacher talk?
What are the necessary skills for
effective teacher talk?
Modelling: Key Messages
Dfes (2004) Key Stage 3 National Strategy Pedagogy and practice Unit 6: Modelling
helps pupils develop the confidence to use the
processes for themselves
illustrates for pupils the standard they are aiming for
and establishes high expectations
helps pupils with special educational needs and English
as an additional language, who benefit from a visual
model and a clear, precise oral explanation
Teacher Demonstration
Dfes (2004) Key Stage 3 National Strategy Pedagogy and practice Unit 6: Modelling
“Also known as assisted performance or teacher
demonstration, modelling is recognised by teachers as
an effective strategy for when pupils are attempting
new or challenging tasks. Modelling is an active
process, not merely the provision of an example. It
involves the teacher as the expert, demonstrating how
to do something and making explicit the thinking
involved.”
Questioning: Key Messages
Dfes (2004) Key Stage 3 National Strategy Pedagogy and practice Unit 7: Questioning
Questions need to be clearly sequenced and
planned to support the learning
Create a climate where pupils feel safe to make mistakes
Think carefully about how you respond to answers
Adopt strategies for greater participation
Research on Questioning
Dfes (2004) Key Stage 3 National Strategy Pedagogy and practice Unit 7: Questioning
“Overall, the research shows that
effective teachers use a greater
number of higher-order questions
and open questions than less
effective teachers.”
Questions and Answers
Closed Questions
Open Questions
Convergent
Answers
Divergent Answers
Questions and Answers
Closed Questions
Open Questions
Convergent
Answers
Divergent Answers
Give me a year when the club won the Premier League
Who is the manager of the club?
Why has the club not been playing as well
this season?
Why has the club been so successful in the
last 15 years?
Benjamin Bloom (1913 - 1999)
http://www.c21te.usf.edu/materials/institute/ct/bloom.png
Educational tasks
develop one of three
psychological domains
Classified educational
objectives into
hierarchies
Bloom’s Taxonomies
http://gramconsulting.com/wp-content/uploads/2009/02/bloom_taxonomy_2.png
Bloom’s Cognitive Taxonomy
Bloom’s Cognitive Taxonomy
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing:
A revision of Bloom's taxonomy of educational objectives. New York, USA: Addison-Wesley Longman.
http://eslprogram.files.wordpress.com/2009/10/653px-bloomscognitivedomain-svg.png
Research on Questioning
Dfes (2004) Key Stage 3 National Strategy Pedagogy and practice Unit 7: Questioning
“However, the research also demonstrates that most of
the questions asked by both effective and less effective
teachers are lower order and closed. It is estimated
that 70 - 80 per cent of all learning-focused questions
require a simple factual response, whereas only 20 - 30
per cent lead pupils to explain, clarify, expand,
generalise or infer. In other words, only a minority of
questions demand that pupils use higher-order thinking
skills.”
Traditional question and
answer phases promote
competition and passivity
Co-operative learning
promotes simultaneous
interaction and equal
participation
Spencer Kagan
Research suggests . . .
Avril Haworth (2009) Issues in Communication Professional Practice Lecture at Crewe
1. Teachers are more concerned with information than with thought.
2. Pupils learn to answer questions rather than to ask them.
3. Most pupil contributions during whole class phases are just one work or sentence responses.
4. Teachers interact more with boys and girls demand less language space than boys.
Explaining: Key Messages
Dfes (2004) Key Stage 3 National Strategy Pedagogy and practice Unit 8: Explaining
Consider the hook - the need to make a connection
with the pupils: from the known to the unknown
Focus on the key to unlock understanding
Well planned with a clear structure, making use of
techniques such as analogy and visual aids
Zone of Proximal Development
Vygotsky, L.S. (1978) Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
“the distance between the actual
level of development as
determined by independent
problem solving (without guided
instruction) and the level of
potential development as
determined by problem solving
under adult guidance or in
collaboration with more capable
peers.”
Zone of Proximal Development
Cited by Avril Haworth (2009) Issues in Communication Professional Practice Lecture at Crewe
“What a child can do in co-operation today he can do alone tomorrow…therefore, the only good kind of instruction is that which marches ahead of development, and leads it.”
Zone of Proximal Development
Present Future
Unknown
Learning
Cannot do
Can do unaided
Zone of Proximal Development
Present Future
Zone of
Proximal
Development
Cannot do
Can do unaided
Zone of Proximal Development
Present Future
Assisted by a More
Knowledgeable
Other (Teacher)
Cannot do
Can do unaided
Zone of Proximal Development
Present Future
Assisted by a More
Knowledgeable
Other (Peer)
Cannot do
Can do unaided
Lev Vygotsky
Vygotsky, L.S. (1978) Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
“Every function in the child’s
cultural development appears
twice: first, on the social level, and
later, on the individual level; first,
between people
(interpsychological) and then
inside the child
(intrapsychological).”�
Lev Vygotsky
“Thus, for Vygotsky, it is
cooperation that lies at the basis
of learning. It is formal and
informal instruction performed
by more knowledgeable others,
such as parents, peers,
grandparents or teachers, that is
the main means of transmitting
knowledge of a particular
culture.”
Dfes (2004) Key Stage 3 National Strategy Pedagogy and practice Unit 11: Active Engagement Techniques
Research on Explaining
Dfes (2004) Key Stage 3 National Strategy Pedagogy and practice Unit 8: Explaining
“Skilled explainers use common characteristics or
ingredients…Brown and Armstrong (1984) termed
these keys and found that teachers who were most
effective explainers were clear about what keys to use
and generally used more types of key than other
teachers. These keys may be thought of as central
principles or generalisations that must be present to
unlock understanding.”
Key Messages
Good communication is at the heart of learning
As teachers, we can communicate effectively
through carefully planned modelling, questioning
and explaining
However, we must also plan opportunities for paired
and small group discussion as pupils learn as much
from their peers as they do from teachers.