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1、Discussion ToolkitMade by Mike Gershon Why talk?An empty workbook, or lack of product from a lesson, is often deemed a failure. This belief, supported as it is by much of the reporting and inspection process used to assess schools, can lead to the assumption that work or learning done in lessons sh
2、ould be tangible. There should be something to show. Much research and personal experience suggests that understanding does not stem solely or necessarily most effectively from writing or creating something. Therefore the assumption that learning, deep learning, must always be evidenced by a physica
3、l product is false. Lev Vygotsky, the Russian psychologist, wrote that speaking and thinking were intimately linked. The process of speaking helps us to learn by articulating our thoughts and developing the concepts we use to understand the world. Communication and understanding improve with practic
4、e. Therefore, the opportunity to talk is vital in order to develop understanding. Of course talk in itself is not simply enough the talk must be focussed on what is desired to be developed. Just as an unfocussed piece of writing will lead to unfocussed results, so it is true of discussion and debate
5、. The activities described in this toolkit are all intended to help facilitate and scaffold talk so that it is purposeful, structured (or deliberately unstructured) and appropriate to the students and setting. If nothing else, encouraging and valuing talk sends out a message that communication is im
6、portant both listening and speaking and that it is a good end of itself.Different Types of TalkMercer (1995) identified three different types of talk:Disputational (claim and then counterclaim) Cumulative (repeat, confirm, elaborate) Exploratory (critical and constructive)The last two tend to be mos
7、t common in PSHE, as students are encouraged to explore emotions, values, identities and other such personal positions. Disputational talk may have a place from time to time, however its argumentative style is unlikely to create a safe and comfortable environment. It may also make students feel relu
8、ctant to talk for fear of their personal positions being attacked. Cumulative talk is excellent for creating an accepting, safe atmosphere. Here, “speakers build on each others contributions, add information of their own and in a mutually supportive, uncritical way construct together a body of share
9、d knowledge and understanding.” (Mercer, Words and Minds, 2000)Activities for discussion and debateBelow are a variety of activities which can be used to facilitate discussion and debate. Either scroll through, or start the slide show and click on the links.Circle TimePhilosophy for ChildrenRainbow
10、GroupsSnowballingPair TalkListening TriadEnvoysJigsawingValue ContinuumHot SeatingDistancingGoldfish BowlFreeze FrameSix Thinking HatsFree DiscussionRadio Phone-InTV Chat ShowCircle of VoicesPost-It DialoguesRotating StationsThink-Pair-Share3-Step InterviewCircle TimePurpose: Sharing ideas, experien
11、ces, feelings. Furthering understanding of self and others. Articulating group issues.Set Up: Everyone sits in a circle either on chairs or on the floor. There is an item (such as a bean bag or ball) that is held by whoever is speaking.How it works: The teacher sits on the same type of chair or cush
12、ion as everyone else. This helps to signal that what is happening is a special kind of classroom activity in which the teacher is a facilitator rather than a director. The teacher has a special responsibility to make sure that structured rules of the Circle Time are kept, that everyones emotions are
13、 protected and that suitable activities are prepared. The teacher must also be ready to draw a session to a close if students are persistently breaking the rules. The most important thing about the rules for circle time is that they should be discussed and agreed by all members. This is one of the f
14、irst activities that should take place. Three basic rules which should be discussed are: Only one person should speak at once - the talking object helps this rule You can “pass“ if you dont want to speak about something No put downs Find Out More: http:/www.circle-time.co.uk/site/home Return to cont
15、entsPhilosophy for ChildrenFind Out More: http:/www.sapere.org.uk/ Purpose: P4C aims to encourage children (or adults) to think critically, caringly, creatively and collaboratively. It helps teachers to build a community of enquiry where participants create and enquire into their own questions, and
16、learn how to learn in the process. (Will Ord - http:/www.thinkingeducation.co.uk/p4c.htm)Set Up: Arrange the chairs in a circle and (if you feel it is required) have an item (such as a bean bag or ball) that is used to denote who is speaking. Place stimulus material around the room for students to view.How it works: Introduce the topic and explain the process. Students begin by having
