Classroom Talk in Practice: Teachers' Experiences of Oracy in Action
1st Edition
0335250033
·
9780335250035
© 2023 | Published: November 16, 2022
"This thought provoking and highly informative book is a perfect handbook for teachers and school leaders interested in improving the quality of talk in their classrooms."Amy Gaunt and Alice Stott, Directors at Voice 21 and authors of Transform Teach…
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CHAPTER 1: Making the case for classroom talk
CHAPTER 2: Putting classroom talk in practice
CHAPTER 3: Learning to talk and listen
CHAPTER 4: Talking with the teacher as a whole class
CHAPTER 5: Talking with peers
CHAPTER 6: Moving towards a dialogic classroom
CHAPTER 7: Talking with digital technology
CHAPTER 8: Sustaining classroom talk across the school
CHAPTER 9: Moving forwards with classroom talk in practice
CHAPTER 2: Putting classroom talk in practice
CHAPTER 3: Learning to talk and listen
CHAPTER 4: Talking with the teacher as a whole class
CHAPTER 5: Talking with peers
CHAPTER 6: Moving towards a dialogic classroom
CHAPTER 7: Talking with digital technology
CHAPTER 8: Sustaining classroom talk across the school
CHAPTER 9: Moving forwards with classroom talk in practice
"This thought provoking and highly informative book is a perfect handbook for teachers and school leaders interested in improving the quality of talk in their classrooms."
Amy Gaunt and Alice Stott, Directors at Voice 21 and authors of Transform Teaching and Learning through Talk: the Oracy Imperative.
“For practising teachers, it offers a guide to how to exercise sound professional judgement in selecting and sustaining strategies that place talk at the centre of teaching and learning, so that all students benefit.”
Alan Howe, Education Consultant and Associate with Oracy Cambridge
Purposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers an analysis of schools’ responses to improving the quality of both learning to talk and talking to learn.
The book explores classroom talk through the analysis and comparison of examples drawn from diverse schools and age groups, across primary and secondary education settings. Alongside a wealth of practical strategies, the book offers an insight into the realities of implementation, helping teachers to make well-informed judgments about developing classroom talk within their own schools.
This book features:
• Examples of lesson activities and resources, accompanied by explanations and advice from practitioners
• Vivid depictions of real classroom practice with comprehensive analysis linked to up-to-date research and theory
• Questions and prompts to promote reflection on the reader’s own context
• An emphasis on teachers’ professional judgement and informed implementation of oracy practices
A holistic and accessible resource, this book is aimed at experienced, early career and student teachers, as well as other education professionals.
Rupert Knight was a teacher in schools in London and Nottingham. He currently works at the University of Nottingham, UK, on teacher education and other postgraduate courses. Rupert is the author of Classroom Talk and he continues to work closely with teachers to develop the use of spoken language in the classroom.
Amy Gaunt and Alice Stott, Directors at Voice 21 and authors of Transform Teaching and Learning through Talk: the Oracy Imperative.
“For practising teachers, it offers a guide to how to exercise sound professional judgement in selecting and sustaining strategies that place talk at the centre of teaching and learning, so that all students benefit.”
Alan Howe, Education Consultant and Associate with Oracy Cambridge
Purposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers an analysis of schools’ responses to improving the quality of both learning to talk and talking to learn.
The book explores classroom talk through the analysis and comparison of examples drawn from diverse schools and age groups, across primary and secondary education settings. Alongside a wealth of practical strategies, the book offers an insight into the realities of implementation, helping teachers to make well-informed judgments about developing classroom talk within their own schools.
This book features:
• Examples of lesson activities and resources, accompanied by explanations and advice from practitioners
• Vivid depictions of real classroom practice with comprehensive analysis linked to up-to-date research and theory
• Questions and prompts to promote reflection on the reader’s own context
• An emphasis on teachers’ professional judgement and informed implementation of oracy practices
A holistic and accessible resource, this book is aimed at experienced, early career and student teachers, as well as other education professionals.
Rupert Knight was a teacher in schools in London and Nottingham. He currently works at the University of Nottingham, UK, on teacher education and other postgraduate courses. Rupert is the author of Classroom Talk and he continues to work closely with teachers to develop the use of spoken language in the classroom.
Boxes and tables
Case studies and vignettes
Links to Voice 21 work which campaigns nationally for importance of oracy