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to provide an environment where students feel their voice is valued and they can take risks. This involves setting protocols.

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Challenges -  having students feel comfortable to develop abilities in talking and discussions. Need to support students in these strategies.

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Challenges -  having students feel comfortable to develop abilities in talking and discussions. Need to support students in these strategies.

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Sharing of ideas and information in a way that students will fully understand them :)

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Sharing of ideas and information in a way that students will fully understand them :)

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more talk => greater oracy and topic vocab => greater writing and reasoning ability

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Students provided with opportunities to share via a range of modes - verbal, on camera, audio etc.

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able to add to, build on and clarify their own and other's ideas. Identify their own misconceptions

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able to add to, build on and clarify their own and other's ideas. Identify their own misconceptions

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Certain personalities can dominate the conversation.

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Certain personalities can dominate the conversation.

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Students learn to engage in meaningful discussions with each other and the teacher.

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Students learn to engage in meaningful discussions with each other and the teacher.

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Reinforce the ideas being expressed by students, for further discussion in small groups

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students practice talk to enable them to think, to ask questions, to respond.  To make connections between prior knowledge and what they are learning.

Challenges
complex as you move from one class of 28 students to another.
creating a culture of risk taking and  all students get a chance to talk.

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Benefit - builds expectation that all students will engage in the learning and therefore builds a community

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Benefit - builds expectation that all students will engage in the learning and therefore builds a community

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Students will develop a better understanding of what is being discussed/learnt.

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Students will develop a better understanding of what is being discussed/learnt.

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No hands up, call a friend, extend. all used through hand signals 

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No hands up, call a friend, extend. all used through hand signals 

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Provide praise & feedback for discussions throughout.

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provide a common experience and understanding to build tier 3 language

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provide a common experience and understanding to build tier 3 language

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Benefits - students are able to share ideas between one another. Might eliminate students trying to get the "right" answer

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Benefits - students are able to share ideas between one another. Might eliminate students trying to get the "right" answer

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Students need to learning how to listen to peers to be able to effectively respond to talk moves

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Students need to learning how to listen to peers to be able to effectively respond to talk moves

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Get students to utilise each other as peer resources. 

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Get students to utilise each other as peer resources. 

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E.g. phone a friend: When questioning/pressing students if someone is unable to elaborate they may 'phone a friend', choosing someone in the class to help them. The original student then needs to repeat this information to the teacher/class, ensuring they have listened to their peer and are taking the learning on board.

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Learners lacking the skills to have engaging conversations. (teachers responsibilty to teach these skills rather than assume they know)

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Keeping student talk equitable/giving all students access to the talk and confidence to involve themselves is a challenge 

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Keeping student talk equitable/giving all students access to the talk and confidence to involve themselves is a challenge 

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Create 'student talk groups' based on pre-existing skills the students have. One will be the scribe, one the timer, one the verbal communicator etc. & share/express ideas on concepts/ideas in the groups based on these roles.

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Students will feel a further sense of belonging. There learning matters

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Students will feel a further sense of belonging. There learning matters

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decreased teacher talk and increased engagement in lessons.

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P- Students get to access the subject language with an entry point.
P- They become comfortable using it and this transfers into confidence to write
C- Discussion could be 'looked down upon' as a point of learning by students, parents, and even school site
C- Talking is not 'recorded' like written so progress might not be immediately obvious
P- It is easy to correct and edit

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Speaking and listening easy than writing

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Speaking and listening easy than writing

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+ Sharing of idea in their own words
+ Entry point to learning
+ Activation of prior knowledge in an efficient way
+ Wider range of thought to develop concept
+ Misconceptions may be picked up
- Reluctant to speak/participate
- Discussion may go off track
- Evidence of learning? Record it, write a summary
- Space to have discussions may not be available.

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Example: Use a set of role cards to allow for students to understand how they can contribute to discussion.

P= student understanding and peer teaching opportunities

P= offers different entry points, natural way of differentiating and scaffolding (students grow at the rate they are ready for)

C= student talk might not transfer to major assessments. Therefore the formative work could be lost if you do not record.