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Home > Reflective Teaching in Secondary Schools >  3. Teaching for learning > 12. Communication > Reflective Activities > To analyse and categorise an example of classroom talk


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

To analyse and categorise an example of classroom talk

Aim

To analyse and categorise an example of classroom talk.

Evidence and reflection

After seeking and gaining permission, record a group discussion and make a transcript. Analyse the transcript, categorising the types of talk using Mercer and Littleton’s three categories: disputational, cumulative and exploratory talk. Reflect on which of the three were most commonly in use. How would you account for this?

Extension

With reference to Mercer and Littleton’s ideas about interthinking, what might be the next steps in developing students’ capacity to think together?


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