How classroom talk supports reading comprehension

This digest found in

English
Speaking and Listening

What are the implications?

In completing this digest its authors began to ask the following questions about implications for practitioners:

the study highlighted the importance of promoting a learning environment that engages students in rigorous thinking. What strategies do you already use to help students to develop their confidence and skills and encourage them to engage in exploring their own and others’ ideas? What strategies could you develop to extend this behaviour in the classroom?
It’s difficult to know exactly how talk is working when you are at the centre of it. Would recording talk by video or just as a sound recording help you think about how you’d like to develop your pupils’ talk further?
Could you work together with your colleagues to observe each other’s lessons or explain recordings together to identify where teachers could make more effective inputs to student talk?

In completing this digest its authors began to ask the following questions about implications for school leaders:

students’ responses often relied on the type of questions that the teacher asked. What support do you already offer to help teachers to develop their questioning techniques? Do teachers have opportunities to work together to assess the types of questions they use and reflect on the way in which they and their students use particular questioning strategies? What CPD could you offer to staff to help develop their questioning techniques?

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Speaking and Listening > How classroom talk supports reading comprehension > What are the implications?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did classroom talk affect students’ learning? What role did teachers’ talk play in student discussion? How was the study designed? How was talk assessed? What are the implications? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader How classroom talk supports reading comprehension This digest found in English Speaking and Listening Send to a friend Word doc 80KB Printer friendly Collate for later What are the implications? In completing this digest its authors began to ask the following questions about implications for practitioners: the study highlighted the importance of promoting a learning environment that engages students in rigorous thinking. What strategies do you already use to help students to develop their confidence and skills and encourage them to engage in exploring their own and others’ ideas? What strategies could you develop to extend this behaviour in the classroom? It’s difficult to know exactly how talk is working when you are at the centre of it. Would recording talk by video or just as a sound recording help you think about how you’d like to develop your pupils’ talk further? Could you work together with your colleagues to observe each other’s lessons or explain recordings together to identify where teachers could make more effective inputs to student talk? In completing this digest its authors began to ask the following questions about implications for school leaders: students’ responses often relied on the type of questions that the teacher asked. What support do you already offer to help teachers to develop their questioning techniques? Do teachers have opportunities to work together to assess the types of questions they use and reflect on the way in which they and their students use particular questioning strategies? What CPD could you offer to staff to help develop their questioning techniques?