From Exploratory Talk to Critical Conversations

Pierce, Kathryn Mitchell; Gilles, Carol

doi:10.4135/9781446279526.n3

Cited by 8 publications

(11 citation statements)

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“…(Rebecca, 16 June 2009) It is interesting to consider Rebecca's point that teachers and pupils need confidence to engage in talk within a classroom. This resonates with the earlier discussion and the value of building a 'culture of talk' (Pierce and Gilles 2008). Mortimer and Scott's (2003) concept of 'communicative approach' is also significant here, as is the importance of fostering a classroom environment that is supportive of pupil agency in classroom interaction.…”

Section: Approach To Analysissupporting

confidence: 75%

“…It appears that the talk within a lesson must be orchestrated and the communication system that a teacher develops in a lesson shapes the roles that pupils can play, and ultimately the learning and engagement of pupils. This is the building of a 'culture of talk' in the classroom where pupils know they will be using talk to get ready, process and reflect on their learning (Pierce and Gilles 2008).…”

Section: Talk As a Tool For Learningmentioning

confidence: 99%

“…Thus, this development work has also been influential in creating a more dialogic approach to professional learning amongst the whole staff. This development has been designed as an ongoing process of shaping the 'culture of talk' (Pierce and Gilles 2008) within the school.…”

Section: Dictaphone Recordings and Analysis Of Dialoguementioning

confidence: 99%

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From classroom analysis to whole-school professional development: promoting talk as a tool for learning across school departments

Flitton¹,

Warwick

2013

Professional Development in Education

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This paper provides an account of a school-centred research and development project aimed at improving teacher and pupil understanding of talk as a tool for learning. The paper establishes the basis for a dialogic pedagogy and reflects on strategies for creating an effective classroom climate that promotes productive and purposeful talk. It goes on to explain how a collaborative approach, founded on the use of classroom-based research for professional development, was developed to encourage discussion and dissemination of practice amongst teachers across subject departments. In the classroom-based research a pragmatic approach was adopted, involving mixed-method data collection and analysis; this included video analysis of lessons, interviews and research logs to encourage reflective practice amongst teachers. This project suggests that the approach was highly successful in developing a staff as a community of learners and suggests that an approach which involves the collaborative analysis of classroom practice can lead to significant whole-school developments. The case is made for promoting a whole-school focus on the use of talk for learning and proposals for further developments are outlined.

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Section: Approach To Analysissupporting

confidence: 75%

Section: Talk As a Tool For Learningmentioning

confidence: 99%

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From classroom analysis to whole-school professional development: promoting talk as a tool for learning across school departments

Flitton¹,

Warwick

2013

Professional Development in Education

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“…This research study aims to contribute to the growing body of evidence on how Paideia Seminars foster students' academic growth through dialogic, collaborative, authentic speaking opportunities (Nystrand, 1997;Roberts & Billings, 1999;Strahan, Hedt, & Melville, 2014). Student-led discussion pushes students to reason together and explore various per-spectives they otherwise would likely miss from teacher-led questioning (Pierce & Gilles, 2008).…”

Section: Resultsmentioning

confidence: 99%

Translanguaged Paideia Seminars: Empowering Emergent Bilingual Learners' Voices

Hamm

2018

Dialogues

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KEYWORDSThis article aims to complement the growing body of research on additive approaches to English language learning and championing multilingualism. This teacher-research study observes the results of a combination of two dialogic instructional practices; Paideia Seminars and translanguaging. The qualitative study took place in an ESOL classroom and describes the process in which fourteen 6th and 8th grade emergent bilingual learners (EBLs) navigate verbal discourse by applying their full linguistic repertoire throughout four student-led, translanguaged Paideia Seminars. The data collection and analysis point to increased student engagement and dialogic social capital. The article concludes by encouraging teachers to empower their EBLs through using equitable practices such as translanguaged Paideia Seminars.

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“…Barnes (2008) stated, 'exploratory talk provides an important means of working on understanding' (6). Davidson and Major also discussed types of talk that are categorized by Pierce and Gilles (2008), which include 'social talk, exploratory talk, presentational talk' (23). Thus, conversation and talking are an integral part in establishing a strong collaborative learning environment, as evidenced in the practice of effective group work.…”

Section: Collaborative Learningmentioning

confidence: 99%

Perspectives from graduate students on effective teaching methods: a case study from a Vietnamese Transnational University

Yao

Collins

2018

Journal of Further and Higher Education

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Vietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students' perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, 'how is the use of student-centered practices effective in an international learning environment?' Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximize student learning. Implications for practice and future research are discussed as ways to emphasize the benefits of student-centered teaching and learning at transnational collaborative universities.

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From Exploratory Talk to Critical Conversations

Cited by 8 publications

References 0 publications

From classroom analysis to whole-school professional development: promoting talk as a tool for learning across school departments

From classroom analysis to whole-school professional development: promoting talk as a tool for learning across school departments

Translanguaged Paideia Seminars: Empowering Emergent Bilingual Learners' Voices

Perspectives from graduate students on effective teaching methods: a case study from a Vietnamese Transnational University

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