In this blog, we gain insights from teachers and leaders on the importance of weaving oral language approaches into the fabric of everyday teaching to promote high-quality classroom talk. This develops pupils’ thinking and use of language in a purposeful and curriculum-orientated way.
Rebekah Edwards, Trust Lead Primary Advisor (Curriculum), Tudor Grange Academies Trust.
Rachael Wilson, Deputy Director of Norfolk Research School.
Stella Jones, Director of Town End Research School.
So how can we ensure an integrated approach to high-quality classroom discussion?
The Improving Literacy in Key Stage 2 Guidance Report (recommendation one) provides some practical classroom strategies for how teachers can support pupils to articulate key ideas, consolidate understanding, and extend their vocabulary.
Creating and capitalising on dialogue between teacher and pupils, or between pupils, is likely to provide more extensive opportunities for pupils to articulate their thinking.
Teachers can increase the quantity and quality of classroom talk by:
• asking open questions, such as questions that require pupils to explain, reason, or argue;
• probing with follow-up questions that require pupils to expand on their answers;
• building on pupils’ responses to move the dialogue forward;
• encouraging pupils to ask their own questions;
• ensuring every pupil has opportunities to articulate their ideas and be listened to;
• creating a classroom culture that encourages dialogue (for example, teaching pupils to listen when others are speaking).
Next steps
Think about:
How are oral language approaches already integrated into effective teaching and learning in your setting?
- How could this be refined or further embedded? What are the possible barriers and enablers to this?
How can you incorporate meaningful opportunities for dialogue into lesson plans and classroom activities?
- How can practice be shared and celebrated?