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Product Description
Product Description
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.
About the Author
Debra Myhill is a Professor of Education at the University of Exeter; former English teacher, now Head of Initial Teacher Training; research interests in all aspects of literacy education, but particularly talk, writing and gender. Susan Jones is a Research Fellow at the University of Exeter; a former Early Years teacher; lead researcher in recent studies investigating gender, talk, and currently writing. Rosemary Hopper is a Lecturer in Education at the University of Exeter; former English teacher; currently co-ordinator of mentor training and involved with teacher professional development.
Inside This Book
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First Sentence
The quotation that forms the opening of the Primary National Strategy Handbook for teachers on Speaking and Listening at Key Stages 1 and 2 signals the recognition of the primacy of talk and its key role in classroom teaching and learning (DfES 2003: 3): talk is both the medium of learning and a tool for learning. Read the first page Browse Sample Pages
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
The quotation that forms the opening of the Primary National Strategy Handbook for teachers on Speaking and Listening at Key Stages 1 and 2 signals the recognition of the primacy of talk and its key role in classroom teaching and learning (DfES 2003: 3): talk is both the medium of learning and a tool for learning. Read the first page Browse Sample Pages
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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Most Helpful Customer Reviews
1 of 1 people found the following review helpful
Format:Paperback
The book draws on a wide research base, including Vygotsky, Mercer and Alexander, and pulls it all together to serve as the basis for practitioner enquiry - research carried out by teachers themselves into improving the quality of talk in their own classrooms.
There is a good balance: the authors do not spend so long focusing on research methodology that you lose all sense of why they were doing it in the first place, nor do they focus entirely on case studies. But there is a real passion for the involvement of teachers taking responsibility for their own professional development and having the chance to see themselves as researchers, and this shines through the description of the project that formed the basis for the book.
There are also plenty of ideas for those seeking to use the book to improve talk for learning in their own school/classroom. The main areas of focus are the development of questioning, drawing on children's prior experience, interactive teaching, supporting children to make connections in their learning and scaffolding learning to support growing independence.
Well worth a read if this is an area of interest.
There is a good balance: the authors do not spend so long focusing on research methodology that you lose all sense of why they were doing it in the first place, nor do they focus entirely on case studies. But there is a real passion for the involvement of teachers taking responsibility for their own professional development and having the chance to see themselves as researchers, and this shines through the description of the project that formed the basis for the book.
There are also plenty of ideas for those seeking to use the book to improve talk for learning in their own school/classroom. The main areas of focus are the development of questioning, drawing on children's prior experience, interactive teaching, supporting children to make connections in their learning and scaffolding learning to support growing independence.
Well worth a read if this is an area of interest.
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