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Talking about classroom talk

Talking about classroom talk. Peter Freebody School of Education The University of Queensland Adelaide, August 5, 2005. The jobs a pedagogy has to do. Manage the bodies and props; Manage the attention of students; ‘Deliver’ the syllabus; Allow for self-expression;

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Talking about classroom talk

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  1. Talking about classroom talk Peter Freebody School of Education The University of Queensland Adelaide, August 5, 2005

  2. The jobs a pedagogy has to do • Manage the bodies and props; • Manage the attention of students; • ‘Deliver’ the syllabus; • Allow for self-expression; • Protect all individuals; • Relate to individual differences; • Monitor students’ progress; and ….

  3. Some starters Social interaction is the primordial means through which the business of the social world is transacted, the identities of the participants are affirmed or denied, and its cultures are transmitted, renewed, and modified. (Goodwin & Heritage, 1990: 283) Data about classroom interaction is not and cannot “stand for” classroom interaction data

  4. So…? • theories, curriculums, syllabus guidelines etc tell us what educational phenomena are, and how they are done, supposedly in context-free terms; • participants’ knowledge of educational phenomena is mediated through interactions with other people; and • we simply don’t know how – somehow ‘generically’ -- such mediations (re)define teaching and learning to teachers and learners

  5. Some initial vocab • Moves>turns>exchanges>phases>lessons>units>syllabus> ……… • Initiation-response-evaluation cycle • Pre-re-&post-formulations in and around the IRE cycle • Accountable/portable knowledge (propositions and procedures)

  6. An example… • T IF YOU MEET A DRAGON. This is actually a guide for what you will do if you will meet a dragon. If you meet a dragon. What's it tell us to do? Tickle his^? • S Back • T Back, tickle his back\/. Tickle his^? • S Nose • T Nose. What is the ending to that word? • S 'e' • T 'e' . What sort of an 'e' is it? • Ss Bossy • T Bossy 'e' or magic 'e'. In ‘nose’ a bossy ‘e’ says^? • T&S(s) “Say your name.” • T That's right, so it's no:::ose. No:::ose, Tickle his nose. I know that you've been sick Jamie, but you need to concentrate, thanks. Tickle his^? • S Leg • T Leg\/. Tickle his^? • S Toes • T Toes\/. It's a rhyming book. So it's TICKLE HIS BACK, TICKLE HIS NOOOSE, TICKLE HIS LEG, TICKLE HIS TOES. TICKLE HIS TAIL, TICKLE HIS^? • S&T Chin • T CHIN, we've got three full-stops, that's telling us what will come next. I wonder. TICKLE HIS TAIL, TICKLE HIS CHEEK AND THAT WILL BE THE END OF HIM. So if you tickle him in all those places, you're going to calm him down. This time I'll read one page and you read one page, and we'll see who gets mucked up first. I'll do the first one. IF YOU MEET A DRA::AGON. Your turn… ((lesson continues))

  7. And again… • T I want you to get your Maths Facts stuff. No:o get your te:est books out please. We're going to have our times tables test. • S Do you have to number them? • T No, you don't have to number them, because I'm not going to tell you how many there are. Anyway you should know how many there are, because, how many times tables are there?= • S =12 • T Well then you should put down 12. That's why I was wondering when everyone kept on saying, ‘Well how many, how many numbers do I have to write down?’ I was waiting for them to wake up. Have a good little think. Put up your hand if I have tricked you this time. You asked a silly question of ‘how many do I have to write down’. Yes? • S Do I have to write down the sum? • T No, you just write the answer. Will you keep your work very covered please? Right 3x4, 3x4, and I'm not going to go extra slow either. Number //[2] • S //[O:oh] ((groan)) • T 3 x 6, 3x6, if you don't know it in about 4 seconds you probably don't know it, full stop. Number 3 - 3 x 9 - 3 x 9, Number 4 - 3 x 2, Number 4 - 3 x 2. ((lesson continues))

  8. The jobs a pedagogy has to do • Manage the bodies and props; • Manage the attention of students; • ‘Deliver’ the syllabus; • Allow for self-expression; • Protect all individuals; • Relate to individual differences; • Monitor students’ progress; and ….

  9. Changing pedagogy means changing the ways teachers and students relate: • to the knowledge • to how domains of knowledge inter-relate • to one another in their interactions.

  10. Communities of practice? • Communicational formats • Varying the orientation to authority and knowledge • Organising the relationship around the task around the knowledge

  11. What the teachers found…and changed • Pre- and post- framing: ‘Why this?’‘Why this now?’ and ‘What’s the goal?’–“letting them in on the secret” • Regulatory talk cutting across the pedagogical line • Too much ‘what next?’ for thinking • Limited range of literacy resources

  12. Some leads… • ten Have, P. Methodological issues in conversation analysis. www.pscw.uva.nl/emca/mica.htm.) • Conversation Analysis materials: http://www2.fmg.uva.nl/emca • Methodological issues in CA http://www2.fmg.uva.nl/emca/Mica.htm • Get started in CA page: http://www-staff.lboro.ac.uk/~ssca1/sitemenu.htm

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