By utilising different forms of discussion it is possible to encourage all children to make meaningful contributions. Beginning with ‘Talk Partners’ allows children to explore their initial thoughts and ideas in a safe context. Talking aloud with a partner helps children to better organise their thinking in a scenario where they need not feel so embarrassed as they might talking in front of a group or whole class. 

Moving on to group based discussions allows children to better focus and channel their ideas. At this stage it is appropriate for children to record their ideas, which helps solidify their thinking and promote learning of new knowledge. Here the teacher can intervene in order to offer meaningful context to childrens’ ideas and to promote democratic discussion. 

Finally, finishing with whole class discussion will allow the teacher to lead while bringing together the different threads of the discussion and to summarise what has been learnt. Here the teacher can continue to promote democratic, respectful discussion while modelling how to reach a conclusion.

In order for discussion to be effective, it is important that the teacher knows the children in their class well. Without this children can easily end up in groups that could suppress their involvement and prevent certain children from making a meaningful contribution. Teachers also need to be mindful of providing clear boundaries for discussion activities and maintaining good lesson structure in order for learning to take place. Discussion is a great way to introduce new concepts but has limited potential for some parts of the core curriculum, such as Maths. 

Thomas Streamer

Thank you Thomas

Talk partners is an easy way to include class discussion during any topic of the curriculum. This strategy has many strengths including: encouraging listening, learning from others and giving children extra time to think if needed. As well as these positive outcomes it also impacts learning. Vygotsky (1978, cited in Cremin and Arther, 2014, p.77) stated that "knowledge is not simply constructed, it is co-constructed." He goes on to argue that "learning is a collaborative process" (Cremin and Arthur, 2014, p.57). This theory explains how strategies that involve discussion are a great aid to learning in the classroom. 

One thing to consider when using this strategy is that partnership needs to be effective; pairs may not always go together for many different reasons. One thing Vygotsky mentions is that "children understand the world through their interactions with more experienced others". This could suggest that talk partners may work for lots of pupils but teachers may need more intervention with high-flyers for them to also benefit from this discussion. 

A study looking at discussion within a learning environment was conducted by Jacobson (2014). Students in a class were offered opportunities to turn and talk in a consistent manner. This benefited their ability to perform in a writing workshop. This shows how discussion with peers can have a positive impact on the learning of each pupil. 

Emma Goodswen

Thank you Emma.
 

It also teaches children good listening skills. A good discussion (whether it be in talk partners, small groups or a whole class) needs rules in order for it to be successful. One of these is listening to what everyone else has to say, regardless of whether you share their opinion or not. This is a great way of preparing children for later life, allowing them to be able to listen to others and value their opinions.

Talk partners also provides an opportunity to support children who are less confident. Hargreaves, Gipps and Pickering (in Cremin, T. and Arthur, J., 2014, p. 318.) comment that the use of partners allows children to test their ideas out before they share them. As a result, they can alter their response before they share it with the entire class allowing them to feel more confident about their answers. This can encourage children who would not normally speak in class to contribute due to their increased confidence. It is therefore important to think about partnerships, it perhaps being helpful to pair a lower ability student with a higher ability student who can support them during this discussion and help them to develop their ideas.

There are issues with talk partners, however. Whilst certain partnerships may be beneficial some may not. For example, if friends are partnered together then they may talk about other topics rather than the one they are meant to be discussing. Also, if two students who were both struggling with a topic were partnered together they will struggle to have a discussion and consequently, this strategy will not develop their learning as they will be unable to talk about the topic they are being asked to.

Whilst the use of talk partners may allow children to become more confident in their ideas, it does not necessarily mean they will be willing to share them. This can mean that the same voices are still being heard. It is therefore important to consider how these ideas are shared with the class, the use of a random picking scheme such as names of lolly sticks helping to enable this sharing of different voices and opinions.

Emily Sparkes

Thank you Emily