How a resource material which could facilitate dialogic teaching
Using the resource on the next page, Find the Number we could see how an activity such a this
would allow pupils to approach the task by using a dialogic approach.
Find the number
Mathematical topics covered: Factors & primes
Teacher's notes:
Copy and cut out sets of clues on the next page use coloured card for each set
Arrange class into groups of four
Hand out a set of cards to each group, together with the task statement
For low ability groups, supply a 100 square
Encourage discussion based on the suggested questions
(NB There are intentionally more clues than the minimum needed to solve the puzzle) (Answer: 34) Try the activity with colleagues and then think about the discussion you have had. Look at the analysis below and use similar language to make sense of what you have experienced. How would this be different when pupils complete the activity? A further example Dicey dwellings' is provided to use with pupils
Analysis using Robin Alexander's principles for dialogic teaching
It is easy to see that the task is approached in a collective way, with pupils working in groups to address the learning task and clearly the outcome of this would be reciprocal, with pupils listening to each other, sharing others' ideas and considering alternative viewpoints. As the task progresses the pupils will hopefully build on their own and others ideas, and chain them into coherent lines of thinking and enquiry in a cumulative way. The activity lends itself to pupils being supportive, and a good outcome would be possible if the pupils felt able to articulate their ideas freely and help each other to reach common understandings and solutions All this within a purposeful context relating to factors and primes, where the teacher has planned appropriately and is able to steer classroom talk with specific educational goals in mind.
How a resource material which could facilitate dialogic teaching Using the resource on the next page, Find the Number we could see how an activity such a this would allow pupils to approach the task by using a dialogic approach. Find the number Mathematical topics covered: Factors & primes Teacher's notes: Copy and cut out sets of clues on the next page use coloured card for each set Arrange class into groups of four Hand out a set of cards to each group, together with the task statement For low ability groups, supply a 100 square Encourage discussion based on the suggested questions (NB There are intentionally more clues than the minimum needed to solve the puzzle) (Answer: 34) Try the activity with colleagues and then think about the discussion you have had. Look at the analysis below and use similar language to make sense of what you have experienced. How would this be different when pupils complete the activity? A further example Dicey dwellings' is provided to use with pupils Analysis using Robin Alexander's principles for dialogic teaching It is easy to see that the task is approached in a collective way, with pupils working in groups to address the learning task and clearly the outcome of this would be reciprocal, with pupils listening to each other, sharing others' ideas and considering alternative viewpoints. As the task progresses the pupils will hopefully build on their own and others ideas, and chain them into coherent lines of thinking and enquiry in a cumulative way. The activity lends itself to pupils being supportive, and a good outcome would be possible if the pupils felt able to articulate their ideas freely and help each other to reach common understandings and solutions All this within a purposeful context relating to factors and primes, where the teacher has planned appropriately and is able to steer classroom talk with specific educational goals in mind.
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