Syllabus

• Week 1

  Making the case for classroom talk

  • Introduction: Learning from practice

    An outline of the topics that will be covered in Week 1 is discussed. The contexts and reasons for students’ talk will be analysed.

  • Different perspectives on classroom talk

    This activity analyses talk from various perspectives. It will discuss three key preliminary questions that frame the classroom examples throughout the course and explore evidence-informed arguments related to talk.

  • The communicative competence argument

    In this activity, students will explore the communicative competence argument through various school examples.

  • The cognitive argument

    In this activity, students will explore the cognitive argument through various school examples.

  • The student voice argument

    In this activity, students will explore the student voice argument through various school examples.

  • Wrap Up

    A brief summary of the concepts covered in Week 1 will be discussed.

• Week 2

  Classroom talk in practice

  • Introduction: Making sense of classroom talk

    Understand the role of spoken language in the classroom. Review the Week 2 topic outline and analyse three research-backed insights into talk-based practices, focusing on establishing common reference points for discussion.

  • Introducing the concept of oracy

    In this activity, learners are introduced to the concept of oracy through various classroom examples. The oracy framework is discussed in detail.

  • Motivations for a focus on talk

    Understand the motivations and challenges involved in classroom talk through various school examples. Learn about the EIF’s summary of international research on language and its links to wellbeing.

  • Perceived challenges of a focus on talk

    Understand why developing talk is perceived as a challenge by some teachers and how a few schools are responding to reluctant speakers.

  • Wrap Up

    A brief summary of the concepts covered in Week 2 is discussed.

• Week 3

  Learning to talk and about talk

  • Introduction: Contexts and opportunities for talk

    An outline of the topics that will be covered in Week 3 is discussed. Understand various contexts and opportunities for talk and listening to talk within the classroom.

  • Scaffolding talk

    Analyse some examples of scaffolding within the classroom, a common view of what constitutes scaffolding, and how to implement scaffolding.

  • Talking about talk

    Understand how classroom talk can allow for a common vocabulary and vision within the classroom, discuss how to apply the oracy framework to classroom talk, and learn about the concept of metacognition.

  • An asset-based approach

    Understand how classroom talk can be refined using sentence structures, group roles, listening skills, and balanced arguments.

  • Wrap Up

    A brief summary of the concepts covered in Week 3 is discussed.

• Week 4

  Talking as a whole class

  • Introduction: Creating the conditions for whole-class talk

    This week, we’ll outline the topics for Week 4. Learn to foster productive whole-class discussions by asking authentic questions, encouraging student ideas, and creating opportunities for open dialogue.

  • Participating in talk

    Learn inclusive practices for pupil participation in whole-classroom talk.

  • Working with responses: The third move

    Learn how to work with pupils’ responses to maximize learning by asking follow-up questions, challenging students’ answers, and fostering an environment for thinking collectively.

  • Talking and writing

    Learn how to use classroom talk to support pupils’ writing through conducting oral rehearsals, evaluating their writing, and responding to their talk.

  • Wrap Up

    A brief summary of the concepts covered in Week 4 is discussed.

• Week 5

  Talking with peers

  • The benefits of peer talk

    An outline of the topics that will be covered in Week 5 is discussed. Understand the pros and cons of student peer talk.

  • Designing tasks for peer talk

    Understand how to create conditions for productive peer talk.

  • Ground Rules for talk

    Understand what kind of ‘ground rules’ can be set within the classroom for students to interact with each other.

  • The teacher's role in peer talk

    Explore a teacher’s role as a facilitator while students talk to one another.

  • Wrap Up

    A brief summary of the concepts covered in Week 5 is discussed.

Who will you learn with?