Time for Talk

Tann, Sarah; Armitage, Margaret

doi:10.1111/j.1467-9345.1986.tb00343.x

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1986

DOI: 10.1111/j.1467-9345.1986.tb00343.x

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Time for Talk

Sarah Tann¹,

Margaret Armitage

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1993

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Cited by 4 publications

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“…A number of small scale studies in this country have shown that 6 and 7 year-olds can collaborate with at least partial success, without assistance or preparation from their teachers. Hockaday (1984) found that 'able' 7 year-old girls could carry out discussion tasks with each other, while Tann & Armitage (1986) reported that girls and boys of all abilities could do so very effectively after they had been carefully trained by their teacher; Prisk (1987) found the same to be true even without such training. Moving away from pure discussion tasks, Burden et al (1988) found that four out of seven pairs and triads were well able to collaborate at logiblock problems, while Berry & Walker (1989) reported some very good collaboration at science investigations.…”

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Side by Side: a more appropriate form of peer interaction for infant pupils?

Dowrick

1993

British Educational Res J

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This study explores the possibility that 6 and 7 year‐old pupils might learn more through associative than through collaborative peer interaction. Thirteen dyads worked in both modes at a series of tasks involving the completion and modelling of simple number sentences. High order talk tended to be more frequent in the associative mode, principally as a result of more frequent and more closely monitored disagreement. Task performances were little different in the two modes. Post‐test learning appeared to be greater after associative interaction, particularly for lower attaining dyads, who struggled to cope with the demands of collaboration, and at the simpler tasks, at which partners could interact with more understanding and confidence. It is concluded that associative interaction merits further attention, while suggestions are made for the enhancement of collaboration.

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“…Barnes & Todd, however, also investigated how pupils' interaction shaped their understanding of the subjects under discussion, while only one of the above studies of 6 and 7 year-olds made any attempt to show that the pupils learnt anything. The exceptions were Tann & Armitage (1986), who reported merely that the pupils' discussion skills had developed.…”

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Side by Side: a more appropriate form of peer interaction for infant pupils?

Dowrick

1993

British Educational Res J

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Giving Girls a Chance: patterns of talk in co‐operative group work

Holden

1993

Gender and Education

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Talking and Learning in Pairs: a comparison of two interactive modes for six and seven year old pupils

Dowrick

1993

International Journal of Early Years Education

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This paper suggests that British research has imposed an unsuitable model of collaborative learning upon six and seven year old pupils, and draws upon theories of play and upon American research to argue a case for 'Sidework', a modified form of associative interaction. A small scale study of thirteen dyads working at number tasks found that Sidework gave rise to more high order talk and to more post-test learning than did collaboration. It is suggested that its superiority lay in the greater opportunities which it gave pupils to discuss disagreements and to imitate each other's models, and in the fact that pupils were more at ease in this mode. RésuméCe document suggère que la recherche Britannique a impose aux eleves de six et sept ans, un modèle d'apprentissage en commun mal adapté; pour étayer ses arguments enfaveur d'une forme d'association interactive modifiée, ce document fait appel à des theories dejeu et a la recherche Américaine. Une étude à échelle réduite, portant sur treize groupes d'enfants travaillant a deux et faisant des devoirs de calcul, a prouvé que I'interaction associative a donné lieu a des discussions plus pertinentes et a un apprentissageplus important a la suite du test que dans les cas d'interaction concertée. Ceci laisse supposer que la supériorité de Vinteracticon associative vient duplus grandnombre d'occasions fournis aux eleves de discuter de leurs désaccords et d'imiter leurs modèles réciproquement et dufait que les eleves étaientplus a l'aise dans cette formule. Downloaded by [University of Cambridge] at 15:13 13 June 2016 NICKDOWRICK ResumenEste estudio sugiere que la investigation Británica ha impuesto un modelo inadecuado de aprendizaje en colaboracion en alumnos de seis y siete años de edad, y recurre a las teorias dejuego y a la investigation Americana para defender el caso de una forma modificada de interaction asociativa. Un estudio apequeña escala de trece duos trabajando en un numero de objetivos hallo que la interaction asociativa did como resultado una mayor comunicación entre los niños en relation al trabajo y un mayor aprendizaje posterior a laprueba que la interaction con colaboracion. Se sugiere que la superioridad de la interaction asociativa recae en las mayores oportunidades que se le dió a los alumnos para discutir los desacuerdosypara imitar los modelos del uno y el otro, y en el hecho que los alumnos se sintieron mas comodos con este modelo. IntroductionThis paper is about six and seven year olds learning mathematics collaboratively. I will argue the case for a modified approach to it, and present and discuss findings from a small scale study.Collaboration of any sort is rare in British infant classes -Tizard et al. (1988) found that it took up only 5% of classroom time, most often at art and model making. The same is true in the United States, where it has been commented that:

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Time for Talk

Cited by 4 publications

References 0 publications

Side by Side: a more appropriate form of peer interaction for infant pupils?

Side by Side: a more appropriate form of peer interaction for infant pupils?

Giving Girls a Chance: patterns of talk in co‐operative group work

Talking and Learning in Pairs: a comparison of two interactive modes for six and seven year old pupils

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