Written for teachers, this concise guide takes an evidence-based approach to oracy / classroom talk with practical advice on how to engage with and evaluate the ideas explored.
Written for teachers, this concise guide takes an evidence-based approach to oracy / classroom talk with practical advice on how to engage with and evaluate the ideas explored.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Val Poultney is an experienced teacher educator who has worked in partnership with a number of schools, specialising in evidence-based teaching. She is particularly interested in school leadership and school governance, with a focus on how to develop leadership to support teachers as researchers. Currently a senior lecturer at the University of Derby, she teaches on both initial teacher education and postgraduate programmes. Rupert Knight was a primary school teacher in London and Nottingham before moving into higher education. He is now Assistant Professor at the University of Nottingham, working with student teachers and practicing teachers in England and overseas. His research interests include the relationship between theory and practice in learning to teach.
Inhaltsangabe
1. Introduction and mapping the area 2. Learning as a social activity and the place of oracy 3. Typical features of whole class interaction 4. Creating a dialogic classroom 5. Promoting productive peer talk and collaboration 6. Classroom talk and the twenty-first century learner 7. Conclusion: implications for practice
1. Introduction and mapping the area 2. Learning as a social activity and the place of oracy 3. Typical features of whole class interaction 4. Creating a dialogic classroom 5. Promoting productive peer talk and collaboration 6. Classroom talk and the twenty-first century learner 7. Conclusion: implications for practice
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