- \n
- If possible, look at the person speaking<\/li>\n
- Aim to listen and think – not wait<\/li>\n
- Be ready to contribute<\/li>\n<\/ol>\n
Classroom Climate for Oracy <\/strong><\/p>\n
- \n
- Talk provides opportunities to further learning<\/li>\n
- All children are working hard to answer (no opt out)<\/li>\n
- Everyone learning<\/li>\n
- Deep learning is taking place<\/li>\n
- Children respectfully agree, build and challenge<\/li>\n
- Less teacher talk, more children talk<\/li>\n
- Critical, collaborative, creative and caring thinking<\/li>\n<\/ul>\n
Teacher Talk<\/strong><\/p>\n
Teacher talk prompts, probes, reassures, reiterates, clarifies, praises and supports<\/p>\n
Pupil Talk<\/strong><\/p>\n
Learners are actively involved in making \u2018meaning\u2019 of new information, which involves a collaborative process of exploring, questioning, answering, discussing, deliberating, explaining, exemplifying, comparing, connecting, applying, evaluating, synthesising, creating, and presenting.<\/p>\n
Educational Theory<\/strong><\/p>\n
\u201cWhat counts is the extent to which instruction requires students to think, not just to report someone else\u2019s thinking.\u201d<\/em><\/p>\n
Nystrand et al 1997<\/p><\/blockquote>\n
<\/p>\n
\u201cIf an answer does not give rise to a new question from itself, it falls out of the dialogue.\u201d<\/em><\/p>\n
Bakhtin 1986<\/p><\/blockquote>\n
Birkwood Talk for Learning Padlet<\/a><\/span><\/strong><\/p>\n
![\"\"](\"https:\/\/i0.wp.com\/www.birkwood.org.uk\/website\/wp-content\/uploads\/2024\/07\/Screenshot-2024-07-09-at-11.09.57.jpg?resize=720%2C278&ssl=1\")
<\/a><\/p>\n<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
SAPERE<\/a><\/span><\/strong><\/p>\n
![\"\"](\"https:\/\/i0.wp.com\/www.birkwood.org.uk\/website\/wp-content\/uploads\/2024\/07\/Screenshot-2024-07-09-at-11.11.17.jpg?resize=300%2C198&ssl=1\")
<\/a><\/p>\n<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n