1. Using Talk for Learning

2. Collaborative Learning Chris Watkins www.teachingtimes.co.uk n Vol 1.1
“Communication is central and the key to learning”
“..is about creating something greater between us than would have been achieved separately”
“Dialogue enhances understanding when learners explain to each other”
As learners become more adept in talking themselves
through problems and contexts, their ‘outer speech’
develops, and so does their ‘inner speech’, giving greater
power of self-direction.
Designing tasks for collaboration: must not be ‘decomposable’ Eg maths exercises; of the group, through
their different voices, angles, roles, and so on; Finally, the task cannot be a ‘right answer’ task: instead
it must require higher-order thinking and the negotiation
of meaning.

3. List different types of jewellery
What type of activity? Recall and list; individual. Possible extension (bridging language) would involve priority ordering and more language eg most expensive/ least expensive/ precious/

4. Why do people have jewellery ?
This task requires a different kind of knowledge and higher order thinking skills. WHAT IS THE COGNITIVE TASK?
What would typical answers be?

5. Why have jewellery?
A picture stimulates thinking. Task could be: pairs – find 2 items you think go together. Why? Find one you think is the odd one out. . Pairs talk to another pair. What would your best friend value most and why? Who is most likely to value a cameo brooch? Which picture shows the most precious jewellery? What is the difference between valuable and precious?

6. Why do people have jewellery ?
Culture
fashion
marriage
social
Status
Why do people have jewellery ?
But this task requires a different kind of knowledge and higher order thinking skills. WHAT IS THE COGNITIVE TASK?
What would typical answers be?
gift
Decoration
Investment

8. Write a factual sentence about the enslavement of Africans in 18th century that demonstrates your knowledge of the subject.
Write a question using the wordle – to be answered by peers
Suggest a line of enquiry for research into the subject.

9. Which poem? Pick out words to go together and create a line from a love sonnet using a metaphor or simile. Pairs to join a pair and create a verse of 4 lines.

10. Language for Learning
Wordle: argument words. Have kept some phrases or lexical units together. These words are functional words that act as connectives. Some words need functional words to create the lexical unit of meaning eh In contrast … In conclusion
May need to add some of these. Could have connectives in bold (tpe in more than once); other functional words typed in once will make them smaller
Idea! Sort into 3 boxes – words to introduce argument for; argument against; conclusion. Anymore suggestions?
Take a word and make into a sentence starter introducing a point in a discursive essay

11. Wordle: clk open in window/ Enlarge pic/ Print screen (may need FN as well)/ Reduce/ Open word doc +right clk –paste/ crop and save.

12. To save word cloud from wordle
Click: open in window
Enlarge screen
Print screen (may need FN)
Reduce
Open word doc + right click - copy
Paste
Rt clik crop and save.
Wordle: clk open in window/ Enlarge pic/ Print screen (may need FN as well)/ Reduce/ Open word doc +right clk –paste/ crop and save.

13. By Gustave Caillbotte (1877)

14. The KWL grid Set a research question
Groups discuss what they know already K
Groups decide on questions to discover what they want to know W
Pupils research their own questions
Groups re form to discuss what they have learned L
Outcome: essay/ oral presentation/ power point
NB BE EXPLICIT IN ASKING FOR TALK AS A TOOL FOR THINKING AND LEARNING

15. What was life like for the rich and powerful in the reign of Henry VIII ?

16. What was life like for the rich and powerful in the reign of Henry VIII ?
Try this: see Anna’s Activity on this.
Now think of your own research questions

17. “Nettles” Vernon Scannell
My son aged three fell in the nettle bed.
‘Bed’ seemed a curious name for those green spears,
That regiment of spite behind the shed:
It was no place for rest. With sobs and tears
The boy came seeking comfort and I saw
White blisters beaded on his tender skin.