Enhancing Mathematical Learning through Talk June 4 th 2014 : Session 4

Extending the Teaching Repertoire (4) planning for spontaneous moments planning new interaction possibilities  re-proposal – ‘in the moment’; documented and returned to the next day/on another occasion; audio- or video-taped for sharing back; role-played between adults in the classroom  ‘adopt a phrase’ how do you know? tell me more? that’s good thinking and so… hold that thought is there another way of saying that? teach me how to do that?  ‘pose, pause, pounce and bounce’ ( Ross Morrison McGill)

planning different tasks - engaging children via the “wow!” factor  think-talk-maths box  props

Noticing “ We notice all the time but on several levels” Mason, J. (2002) Three levels of ‘intensity’  ordinary-noticing  marking something in order to re-mark upon it to others or to yourself later for reflection and,  recording – more energy required! But maybe technology can help. “By making a brief-but-vivid note of some incident, you both externalise it from your immediate flow of thoughts, and you give access to it at a later date, for further analysis and preparation for the future” p Reference: Mason, J. (2002) Researching Your Own Practice The Discipline of Noticing. Routledge-Falmer : London

“ …We can work on listening to and building on answers and getting children to do the same. We can reflect on the feedback we provide. We can re-assess the balance of drawing out (questioning) and putting in (exposition). We can consider how ideas can not merely be exchanged in an encouraging and supportive climate but also built upon.” Robin Alexander (2005)

Principles of dialogic teaching  collective: teachers and children work together on tasks  reciprocal: teachers and children listen to each other  supportive: children share their ideas without fearing ‘wrong’ answers  cumulative: teachers and children build on their own and each other’s ideas  purposeful: teachers plan and steer talk with educational goals in mind