Talk and Science
26th June 2009
Putting talk at the heart of
Andrew Wilkinson - Oracy - 1965
Harold Orton - English dialect survey
Britton, Barnes, Rosen 1974
Collaborative Learning Project 1983
Language in the National Curriculum
Oracy Project
• “Where appropriate”
• Interactive whole class
Some good news
Dialogic teaching (Alexander)
Exploring talk (Mercer)
Antidote and SEAL
Philosophy for children
APP (wait and see!)
Build on prior knowledge
Move from concrete to abstract
Ensure everyone works with
everyone else
Extend social language into
curriculum language
Provide motivating ways to go over
the same thing more than once
How does collaborative learning help
Visual/kinesthetic support for concept
Opportunities to value prior knowledge
Supportive environments to formulate new
Opportunities to rework/reword ideas and
provide time for reflection
Opportunities to revisit learning in attractive
Templates for pupils to develop their own
Scaffolds talk at all levels simultaneously
Provides tasks that model thinking processes
Transformation of information
Activities that provide access to
the curriculum, opportunities to
practice predictable language
structures and improve social
Build on prior knowledge
• Buzz groups/talk partners
• Information gap
Move from concrete to abstract
• Key visuals/graphic organisers
• Humanising the abstract
Some key visuals
Venn diagram
Tree diagram
Sequencing line
Time line
• Diamond Nines
• Sorting table
• Tracks
Everybody working with
Create different roles and then jigsaw!
How do you jigsaw?
Move social language into
curriculum language
Provide motivating ways to go
over the same thing more once
How are activities planned?
• What do we want the children to know?
• What kinds of thinking do we hope they will
• What kinds of language do they need? Necessary
language and potential language?
• What key visuals best produce the thinking and
the language?
• Can we make our activity collaborative/sociable?
Here is an example!!
• We want children to
consider the different
habitats of animals.
• Where do they live?
• What is it like there?
• Why do they live
• How do they survive
and/or thrive?
What key visual will help their thinking?
A sorting grid or chart.
This can be made into a game.
You need 4 people, one baseboard and two sets of cards (different colours.)
Work with a partner to make a team of two.
Shuffle your cards and place them in a pile facing down.
Take it in turn to turn over your top card and decide where to put it on the board.
team gets four in row vertically, horizontally or diagonally.
• The winning
• Decide whether to have challenges or a checking system.
Collaborative Learning and
the National Forest
Inspired by a vision
Fits in where there is space
Committed to growth
Scattered outcrops all over the
• Plans to cover the whole country
Go to
For links to all the resources you
have seen today including the

English as an Additional Language at Manning school