- Opportunity for student-to-student dialogue/interaction
- Opportunity to write before speech (discussion...we never launch into "So what did you think of the readings?")
- opportunity for collective problem/question posing
- visibility of student words (written)
- frequent opportunity for informal dialogue/conversation w/faculty (written)--blogs, discussion board, "comment" feature of google docs
- collaborative learning and task completion
Importance of talk
Once children begin telling their stories on paper, we'll get a glimpse of what they actually are learning, and from that, we'll find out what we need to teach more explicitly. (17)
This passage fascinates me and pushes me to consider the notion of an pedagogy of induction or inductive pedagogy...if I understand it right? "...inductive reasoning, arguing from observation, while Rizik is using deductive reasoning, arguing from the law of gravity." Similarly, there might be inductive teaching, teaching from observation of student talk and deductive teaching, which is teaching from...what?
...many of the problems of the infant and junior schools would be solved if we could have more adults or older children to engage in talk, for it is above all talk with an understanding older person that is wanted, talk that arises directly out of shared activity in and around the classroom (James Britton, qtd in Horn/Giacobbe p. 19).
By providing opportunities for her students to make meaning and by giving language to what they do, she is doing what Britton advises, "patiently exercising the special kind of leadership [needed] to build a talking community" (James Britton, qtd in. Horn Giacobbe, p. 19)
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