With a little more detail:
After realising that my pedagogical practices with my target group were not the same as my readers achieving at and above the nation standard for their year level, and conducting research about how to support students to be active and talk about their learning ( in this instance, reading), I found that the question answer responses were reinforced by me.
It was time for a change.
Student and myself sat and pretended to be engaged in a reading text while actually observing the mentioned group as they independently worked on their reading task.
- Students in the target group noted that they read silently but then went on to share what they had interpreted from the text and some added information to those ideas while others argued against what was said and then all returned to the text and re read and again discussed - there was alot of talking!
- The target group evaluated the benefit of this 'Talk"
We began with the global learning intention:
- Share and talk about our ideas while listening to the ideas of others.
In creating success criteria for this learning intention, we (students and myself) discussed what they would be able to do as a result of the LI.
The result of which was that they would be able to ask questions, share ideas and be active in discussions.
This was followed by me asking: "What will I see if you are doing this"?
From this we formed the following statement and referred to this often.
'Talking is the act of thinking that helps us to analyse and make meaning',
'Talk' and the opportunity to share and question, I believe form the basis for dialogic discussion. High levels of engagement and student involvement in creating learning intentions and co-constructing success criteria together with using a range of multi-modal resources that build and connect learning are essential to promote 'talk'.
At our previous meeting four key questions around this final meeting for this year were discussed.
In the evaluation discussion (evidenced at the end of video 2 'Student Voice')
Students in the target group identified that 'talk' ..."helps you to clarify your understanding and build greater understanding, because people sometimes have different views and that makes other people question and think again and it also makes the reader re read to look for information - to make connections."
While progress for some students based on assessments has not been as evident as others, the 'Talk' ownership and application of critical thinking via dialogic discussion has most certainly increased and impacted on confidence, participation and comprehension.
Tui Talk independent guided reading without the teacher!
A student from this group told me " We talk more about the text Miss, when you are not there. I have compared the observations of them working independently (as shown here) and that of when I touch base with them.