Lyn Dawes

Children's Talk and the Development of Reasoning in the Classroom

Abstract Sixty British primary school children aged 9‐10 and their teachers took part in an experimental teaching programme, designed to improve the quality of childrens reasoning and collaborative activity by developing their awareness of language use and promoting certain ‘ground rules’ for talking together. Childrens subsequent use of language when carrying out collaborative activities in the classroom was observed and analysed, and effects on their performance on Ravens Progressive Matrices test of non‐verbal reasoning were also investigated. Comparative data were gathered from children in matched control classes. Qualitative and quantitative analyses of discourse showed a marked shift in target childrens use of language in accord with the aims of the teaching programme, and demonstrated that adherence to the ground rules helped groups solve the reasoning test problems. Childrens individual scores on the Ravens test also improved. These findings support a sociocultural view of intellectual devel...

Software design to support discussion in the primary curriculum

This paper puts forward a framework for the integration of pedagogy and software design to support educationally valuable discussion within the primary curriculum. In order to illustrate and to evaluate this framework, two educational programs were designed to be used in conjunction with a series of lessons to coach the use of ‘exploratory talk’ in small group work. Evaluation of the first item of software, in the area of citizenship, focused upon the difference that off-computer lessons in exploratory talk made to the way it was used. Evaluation of the second program, in the area of science, focused on the effect of the overall approach on learning outcomes. The results of these two illustrative studies support the value of the proposed framework. The first shows that combining software design with the off-computer coaching of exploratory talk can enhance the quality of interactions at the computer. The second shows that, with this pedagogical framework, computers can be used to stimulate collaborative learning and to direct it towards curriculum goals.

RESEARCH REPORT: Talk and learning in classroom science

This paper examines what is important about talk between learners during school science and, having identified this, suggests how we can ensure that what we consider important happens. By looking at the interaction between teachers and learners talking about science, it is possible to indicate ways in which learners can be helped to continue this learning conversation with one another when teacher support is withdrawn. Strategies for teaching and learning are examined. The paper reports on the findings of a research project designed to teach children how to negotiate their ideas about science concepts through rational dialogue. Childrens development of scientific concepts in classrooms is undertaken through structured activity and mediated through oral language. Children must move forward simultaneously in their use of specialized vocabulary and in their understanding of current scientific explanations, models and ideas. New language and new ways of using language are learned by doing, which means for children, primarily speaking and listening. Childrens understanding of science can benefit from teaching them to understand that spoken language is a powerful tool for thinking together.

First connections: teachers and the national grid for learning

Abstract The swift introduction of Information and Communications Technology (ICT) into schools is the aim of initiatives involving the teaching profession, parents and pupils, government and commercial interests. Teachers’ attempts to integrate ICT into their classroom practice may be affected by such factors as access to updated technology, appropriate training, and realistic time management. Nevertheless the British governments aim is that all teachers acquire network literacy by the year 2002. Using a linked group of schools, teachers’ opinions and ideas about ICT were gathered as the National Grid for Learning was introduced. Theories of learning as ‘community joining’ were applied in an analysis of the data to create an emerging model of teachers as users of ICT. This model was then used to help formulate the ICT Development Policy of a case study school. On the basis of this empirical evidence, some key factors enabling teachers to work towards network literacy and ‘Adept User’ status are discussed. In conclusion this paper suggests that successful implementation of ICT initiatives generating educationally effective practice is ultimately dependent on the professional development of teachers.

Talking and Thinking Together at Key Stage 1.

In this paper, we describe an innovative approach to promoting effective classroom‐based groupwork and the development of childrens speaking and listening at Key Stage 1. This approach, known as Thinking Together, was initially developed for use with Key Stage 2 children. The work reported here explains how this approach has now been applied to the teaching of speaking and listening at Key Stage 1. The approach is founded on contemporary sociocultural theory and research. At the heart of the Thinking Together approach is a concern to help children build and develop their knowledge and understanding together, through enabling them to practise and develop ways of reasoning with language.

Talk about Texts at the Computer: Using ICT To Develop Children's Oral and Literate Abilities

This article describes the outcomes of recent research on children’s talk while engaged in joint literacy activities in primary school (Year 5). The research is based on a conception of talk as a tool for ‘thinking together’, with computer software being treated as a resource for organising and focusing children’s involvement in collaborative activities. The results are used to discuss the value of classroom talk and computer-based activities for promoting children’s literacy development.

Promoting Mr. ‘Chips’: the construction of the teacher/computer relationship in educational advertising

The £1 billion government drive to integrate information and communications technology (ICT) into UK schools and colleges has been firmly focused on the technological transformation of the teaching profession. In particular, the establishment of a National Grid for Learning (NGfL) remains dependent on the successful ‘selling’ of ICT to teachers; many of whom have previously proved unwilling to use computers. In practice much of this task has been left to IT firms, eager to promote their products to a potentially lucrative educational marketplace. From this basis the present paper takes a detailed examination of educational computing advertising material currently being produced by IT firms in the UK. In particular it concentrates on how advertisements construct both the process of education and the teacher as a potential user of ICT. Four dominant themes emerge from this analysis: ICT as problematic for teachers; ICT as a problem solver for teachers; ICT as a futuristic form of education; and ICT as a traditional form of education. Despite the conflicting, and often contra-factual, nature of these four discourses the paper argues that educational computing advertising is consistent in its disempowering portrayal of the teacher at the expense of both the computer and IT firm. This ‘demotion’ of the teacher is likely to have negative effects on the way that teachers approach ICT as part of their professional routine, running contrary to the underlying aims of the National Grid for Learning initiative.

Teaching with the Dream Machines: The Representation of Teachers and Computers in Information Technology Advertising

Abstract One of the immediate effects of the United Kingdom National Grid for Learning initiative has been the rapidly increasing commercial interest in the educational use of information and communications technology (ICT) and the growth of associated advertising aimed towards a teacher audience. However, an unfamiliarity with educational ICT means that many companies are ‘selling’ their products to teachers for the first time. Acknowledging the importance of this commercial ‘construction’ of the relationship between teachers and computers, this article examines a selection of recent educational ICT advertisements in terms of the depiction and positioning of teachers, technology, students and information technology (IT( firms. After highlighting the relative lack of teacher representation within the advertisements, the article focuses on the recurring representation of teachers and technology on a ‘dream’/‘nightmare’ basis; where technology and IT firms are presented as enabling the ‘dream’ of individual...

Creating a Speaking and Listening Classroom: Integrating Talk for Learning at Key Stage 2

Creating a Speaking and Listening Classroom provides timely professional development for teachers. Based on a theoretical approach underpinned by classroom research, this book offers classroom-tested strategies for engaging children in their own learning. Such strategies involve the direct teaching of speaking and listening. Activities in the book can ensure that children know how and why to support one another’s learning in whole-class and group work. The approach enables teachers to ensure that personalised learning programs are based on what children already think and know. The suggested strategies for teaching speaking and listening can enable children to use one another’s minds as a rich resource

Subject teaching in primary education

Early years - Sue Fawson Art and design - Christine Hickman Computing and digital literacy - Helen Caldwell and Gareth Honeyford Drama - Jo Barter-Boulton and Jo Palmer English - Gill Chambers, Kate Coleman and Gareth Davies Geography - Ken Bland History - Mary Bracey, Paul Bracey and Sandra Kirkland Languages - Paul Gurton Mathematics - Alice Hansen and Balbir Ahir Music - Carol Wetton Physical education - Emma Whewell, Karen Woolley and Robert Kellam Religious education - Ellie Hill Science - Babs Dore and Lyn Dawes