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The On-Your-Feet Guide to Partner Talk (On-Your-Feet-Guides)

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Another benefit of talk partners is the amazing opportunity it gives you and the other adults in the room to observe and listen to children doing something incredibly important: talking. Challenges you may face Let’s have a deeper look at talk partners as a teaching tool. What is it? Why should you use it? And most importantly, how should you use it? What are talk partners? The majority of participating teachers felt that it would take longer than two terms to fully embed aDialogic Teaching approach in their classrooms. It could therefore be valuable to test the impact of the intervention over alonger period. The teacher poses a question or provides a statement for discussion and students have a minute to discuss. A signal is given and the students in the outer circle take one step to the right, resulting in new partner formations. Either the same or a new question/statement is given. This process is repeated.

Or: “Matias I love how confidently you just spoke in front of the class. You and your partner worked hard in organising those thoughts.” Who goes with who is arguably the most important thing when it comes to using the talk partners strategy. There’s many different ways you can pair the children in your class – you know them best. In pairs, discuss 3 new things you have learnt or what you found easy or difficult or something you would like to learn in the future. Why use it When the goal is for the rapid sharing of ideas, with multiple people, the doughnut sharing technique is appropriate. This technique involves a large group of students, such as the whole class, forming two circles – an inner circle and an outer circle. Students in the inner and outer circle find partners and face each other. Try: “Artem, I saw you were really listening to Anna while she was talking because you were looking at her and asking questions. Great work.”Secondly, how you choose to use the strategy can hinder more than it helps. For instance, you might plan to use the strategy at the wrong time or let the talking go on too long. These were both problems I encountered when I first started using the approach in the classroom. Before posing the questions to students, make sure that you have strategically paired up students so that they can have thoughtful conversations. In general, typical students should be paired with students who are a bit above-average thinkers, and higher students should be paired with other students who are capable of higher-level thinking. ELL students should be paired with a student with grade-level/average vocabulary. There are two main challenges that can arise with talk partners. First, the relationships between children. Partners can get stale, and some children don’t like talking to ​particular​ children.

The majority of teachers felt they needed more than two terms to fully embed the approach in their classrooms and thought it would have more impact over alonger time period

Grades

Organising whole or small group talk interactions may require a management strategy to encourage participation of all students. Establishing the ground rules for talk and focusing on accountable talk are necessary areas to explore and re-visit with students. However, some classroom groupings include students who dominate talk or conversely are reluctant to participate. Both groups could benefit from a management strategy that makes participation explicit. After students have finished talking with their partners, they can reflect on their thoughts and understanding by writing about their discussions and what they learned. Teachers can use this writing as a formative assessment to gauge which students have mastered the concept and built adequate connections. Even if that child isn’t the one to share the pair’s idea with the class, they still get the benefit of being more involved in the discussion. Reading Logs: Focused on Reading Comprehension and Strategies (14 different reading logs each with 3 different leveled worksheets). Perfect for differentiated homework. Be clear with the children that there is no right or wrong answer. This helps to alleviate anxiety and promote discussion. When I started I found it helpful to include the times and questions in my lesson plan, but after a while it should become more instinctive.

Poetry Reflection: Reflection activities to go along with any poem. Four different activities to fit a wide range of skill levels. Great for teaching visualization and figurative language.

Type

EEF will explore options for testing the approach using amodel that could be made available to alarge number of schools. Partner Talk Comprehension Activities: 17 conversation starters and comprehension activities that can be used throughout the year. Perfect for partner talks, read aloud discussion prompts and guided reading groups (sentence starters that are very helpful for English Language Learners).

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