Interactive whole class teaching in the National Literacy and Numercy Strategies

Smith, Fay; Hardman, Frank; Wall, Kate; Mroz, Maria

doi:10.1080/01411920410001689706

Cited by 116 publications

(88 citation statements)

References 14 publications

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“…However, some authors, such as Smith et al (2004), have argued that 'interactive whole class' teaching strategies have not dramatically transformed traditional patterns of whole class interaction. Furthermore, Alexander (2004) suggests that the benefits of 'Dialogic Teaching' 11 will only be realised when teachers recognise that it: "…demands both pupil engagement and teacher intervention.…”

Section: Key Findings Exploredmentioning

confidence: 99%

Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A Study of Year 5 Classroom Practice Drawn from the EPPSE 3-16 Longitudinal Study

Siraj‐Blatchford¹,

Shepherd²,

Melhuish³

et al. 2011

PsycEXTRA Dataset

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ACKNOWLEDGEMENTThe EPPE project is a major longitudinal study funded by the Department for Education. The research would not be possible without the support and co-operation of the six Local Authorities (LAs) and the many pre-school centres, primary schools, children and parents participating in the research.We would like to give special thanks to the research assistants: Rosemary Ellis, Jill Head, Isabella Hughes, Rose Jennings, Margaret Kehoe, Laura Manni, Helen Mirelman, Stella Muttock and John Stokes who collected the data for this report.We are also grateful to Professor John Siraj-Blatchford for his advice on the early stages of this study and the children and staff of Hamilton Primary School and their headteacher, Graeme Aldous, for helping us refine the pedagogical strategies; their feedback was very helpful. In addition we are grateful to Christopher Stone of Arthur Terry School for allowing us access to his school's policies. Tables Table 2.1a Criteria for inclusion in Group A: Excellent schools (academically effective, good quality pedagogy) 14 Effective pedagogical strategies 25 Table 3a Qualitative descriptions of the numerical ratings 29 Table 3b Quantitative scores and their qualitative descriptions 29 Table 3.1a Organisation 31 Table 3.2a Shared Goals 35 Table 3.4a able 3.4a Overall Classroom Climate 39 Table 3.4b Table 3.4b Child-Teacher relationship 40 Table 3.4c Table 3.4c Teacher support 41 Table 3.4d Table 3.4d Safe, supportive environment 42 Table 3.5a Table 3.5a Behaviour Management 46 Table 3.6a Collaborative Learning: Time target child spends working in a group 52 Table 3.6b Table 3.6b Collaborative Learning: Frequency of group work observed 52 Table 3.7a Personalised Learning 55 Table 3.8a Making Links Explicit 58 Table 3.9a Table 3.9a Dialogic teaching and learning: comprehension and analysis activities 63 Table 3.9b Dialogic teaching and learning: communicatio 63 Table 3.10a Table 3.10a Assessment for learning (AfL) 66i Executive SummaryThe Effective Provision of Pre-School, Primary and Secondary Education project is a large scale, longitudinal, mixed-method research study that has followed the progress of 3000+ children since 1997 from the age of 3 to 16+ years.A continuing question for EPPSE was whether pre-and primary school experiences or children's early home learning environment (HLE) could reduce inequality. While the original studies found that parents' socio-economic status (SES) and qualifications were significantly related to child outcomes, they also found that the quality of the early HLE was important Sammons et al, 2004). Also important, and particularly relevant to this study, was the extent to which educational influences (pre-school and primary school quality and effectiveness) also shaped children's educational outcomes. These reports were published as 'Variations in Teacher and Pupil Behaviours in Year 5 Classrooms' and 'The Influences of Teaching Quality on Children's Progress in Primary School .This earlier research found t...

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Section: Key Findings Exploredmentioning

confidence: 99%

Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A Study of Year 5 Classroom Practice Drawn from the EPPSE 3-16 Longitudinal Study

Siraj‐Blatchford¹,

Shepherd²,

Melhuish³

et al. 2011

PsycEXTRA Dataset

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“…Other studies [5]- [7] prove that classroom discourse is limited to teacher-initiated questions are to a great extent display questions that are difficult to answer due to a short time allowed for response, and the third turn is merely a simple feedback.…”

Section: Classroom Discoursementioning

confidence: 99%

Classroom Discourse Analysis in EFL Elementary Lessons

Domalewska¹

2015

IJLLL

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Abstract-The present study is an attempt to confront the problem of many Thai students' failure to communicate fluently and accurately in English. For this reason the study investigates the patterns of teacher-student interaction in beginner EFL (English as a Foreign Language) lessons in a Thai elementary school. The analysis of classroom discourse shows that one-way communication prevails in the lessons with the teachers leading teacher-fronted discussion and students listening and then either repeating after the teacher or responding briefly. If the students are engaged in a discussion, they are asked mainly comprehension, assent or educational (grammar and vocabulary) questions. Furthermore, an examination of the teachers' and students' verbal behaviors shows frequent code-switching practices.Index Terms-Classroom discourse analysis, code switching, elementary education, English as a foreign language. I. INTRODUCTIONFormal instruction accelerates the acquisition of the target language and makes it possible for learners to achieve higher level of proficiency. Having been exposed to rich input in English and having learned the language for many years, it should not be difficult for Thai students to communicate in English. Nevertheless, many learners cannot speak and write fluently and accurately in English. Thus, the problem of many students' failure to communicate effectively needs to be confronted.Successful language learning depends on classroom communication, i.e. interaction learners engage in with their teacher and other learners. The discourse among students and the teacher and among students themselves is central for foreign language learning as it contextualizes learning experiences while active participation in classroom discourse engages learners in the learning process. II. CLASSROOM DISCOURSEA characteristic feature of classroom discourse is the teacher's control of the interaction. A large body of research proves the unequal roles of participants in classroom communication with the teacher managing the conversation and turn-taking [1]. However, the control over the classroom discourse leads to limited learning as there is no place for meaningful, spontaneous and natural interaction. Students can only acquire the language through involvement in interactions and relationships formed when they take part in Manuscript received October 10, 2014; revised January 14, 2015. Dorota Domalewska is with Rangsit University, Pathum Thani, Thailand (e-mail: dorota@outlook.co.th).communication. Language thus activated and internalized becomes part of the students' cognitive resources [2]. Learning needs to be meaningful as it allows "new pieces of information [to be] attached to existing knowledge so that a new, meaningful whole, like the completed puzzle, is formed" [3]. Learning needs to be based on the processes of assimilation, accommodation, developing meaningful cognitive sets (i.e. forming logical connection and organization in the material), and using advanced organizers (i.e. general concepts that help t...

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“…Cuban has demonstrated similar mismatches between reforming intentions and classroom practice during the 1920s and 1960s in the US (Cuban, 1993). More recently Smith et al (2004) reported that teachers in the UK over-estimated the extent to which they had changed their practice to enable more whole class interactive teaching, as demanded by government strategies. These two aspects of teacher conservatism are particularly apparent in circumstances where changes are imposed 'top-down' and are not necessarily carried through; perhaps if changes are developed 'bottom-up' through reflexive practice, it is more likely that teachers recognise that change is both possible and desirable.…”

Section: Introductionmentioning

confidence: 99%

“…This classroom arrangement developed in response to individualized learning and child-centred approaches popular in the 1960s and 1970s, but continues to be used, with some awkwardness, in classrooms where interactive whole-class teaching is now favoured (Smith et al, 2004;DfES, 2006).…”

Section: Introductionmentioning

confidence: 99%

Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?

et al. 2012

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractSchool premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet changes made to the physical environment may not lead to changes in teaching or learning. This may be understood theoretically in terms of levels of participation, and many school design practitioners advocate active participation of school communities in the processes of change. This article considers two case studies of teachers and learners engaging with their physical school learning environment. The overview of responses and outcomes generated by these two studies enables the identification of central issues for effective participatory approaches to the learning environment.

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Interactive whole class teaching in the National Literacy and Numercy Strategies

Cited by 116 publications

References 14 publications

Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A Study of Year 5 Classroom Practice Drawn from the EPPSE 3-16 Longitudinal Study

Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A Study of Year 5 Classroom Practice Drawn from the EPPSE 3-16 Longitudinal Study

Classroom Discourse Analysis in EFL Elementary Lessons

Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?

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