Classroom Communication and Learning

EDUC31051 Classroom Communication and Learning 20 Semester 1 Undergraduate Level 3 Lise Hopwood Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This unit takes an active seminar discussion approach to understanding and evaluating the role of communication in learning. Socio-cultural approaches are applied to classroom practice in order to engage students with practical evaluation activities around the role of communication in learning. The  unit uses video examples from a range of classroom contexts as input for group discussion and reflection. As befits a unit exploring learning through classroom communication, students will be supported as they gain confidence in oral seminar discussion through sharing their own perspectives and understandings during reflective group talk. This unit takes an active seminar discussion approach to understanding and evaluating the role of communication in learning. Socio-cultural approaches are applied to classroom practice in order to engage students with practical evaluation activities around the role of communication in learning. The  unit uses video examples from a range of classroom contexts as input for group discussion and reflection. As befits a unit exploring learning through classroom communication, students will be supported as they gain confidence in oral seminar discussion through sharing their own perspectives and understandings during reflective group talk. This unit aims to:<ul> <li>enhance students understanding of the specialised nature of communication and language in the classroom environment</li> <li>enable students to understand the role of communication in fostering children's learning</li> <li>provide students with increased knowledge and understanding for analysing spoken language in the classroom</li></ul> <ul><li>Evaluate the effectiveness of different forms of classroom communication in supporting children’s learning.</li><li>Apply socio-cultural understanding to evaluation of observed examples of classroom communication practice.</li><li>Understand the role of an individual’s language experiences in extending/hindering their classroom learning.</li></ul> <ul><li>Apply current research perspectives to understanding pupil learning in a language rich classroom context</li><li>Explain how the study of language/communication is relevant to effective collaborative learning in the classroom</li><li>Develop reflective and evaluative skills in interpreting classroom communication practice.</li></ul> <ul><li>Develop confidence in the evaluation of language and learning observed in video classroom examples</li><li>Critically reflect on their own experience of learning/teaching and the function of collaborative activities in learning through shared talk.</li><li>Develop personal confidence in contributing to reflective and analytical seminar discussion.</li></ul> <ul><li>Engage in active seminar discussion applying theoretical understanding to interpret classroom practice on issues relevant to language and education.</li><li>Use a weekly reflective journal to extend individual skills in video observation and evaluation</li><li>Building confident skills to listen to and evaluate the understanding and knowledge of others in group discussion.</li></ul> The  core strategy for teaching and learning in this module is small group seminar discussion. Directed collaborative discussion activities will use a wide variety of video examples of classroom communication as the basis for group interpretation and evaluation articulating how socio-cultural perspectives can be observed in classroom practice. In-person attendance at the weekly module seminars will be strongly encouraged as this will contribute to effective learning by building depth of understanding and learning in this unit. The seminar discussion prompts will explicitly direct the oral exploration of concepts of theoretical and applied learning around the role of communication in classroom learning. Individual students will keep a weekly reflective log based on a directed classroom video. These weekly reflections will form the substance for the formal essay assessment task. This task will be an independent activity with the appropriate video resource accessible through the VLE.  2 Written assignment (inc essay) 70% 7 Oral assessment/presentation 30% BSc Education BSc Education Third Year Optional BSc Education BSc Education (PEY) Third Year Mandatory BA Educ, Leadership & Culture BA Educ, Leadership & Culture Third Year Optional Y <ul> <li>Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning? Journal of Educational Psychology, 111(2), 189–209</li> <li>Alexander, R. (2017) (5th ed) Towards Dialogic Teaching: rethinking classroom talk. Dialogos ISBN: 9780954694333.</li> <li>Alexander, R (2020 in press) A Dialogic Teaching Companion London: Routledge</li> <li>Arnot, M., & Reay, D. (2007). A sociology of pedagogic voice: Power, inequality and pupil consultation. Discourse: studies in the cultural politics of education, 28(3), 311-325.</li> <li>Aubry, K. & Riley, A. (2015) Understanding and Using Educational Theories. London: Sage</li> <li>Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin</li> <li>Barnes, D. and Todd, F. (1995) Communication and Learning Revisited: Making Meaning Through Talk. Portsmouth, N.H: Boynton/Cook Publishers Inc.</li> <li>Bates, B. (2015) Learning Theories Simplified: and how to apply them to teaching. London: Sage</li> <li>Bearne, E; Dombey, H and Grainger, T. (2003) Classroom Interactions in Literacy. Maidenhead: Open University Press</li> <li>Brice-Heath, S., (1983) Ways with words Cambridge:CUP</li> <li>Bruner, J. (1977). Early social interaction and language acquisition. In R. Schaffer (Ed.), Studies in</li> <li>mother–infant interaction (pp. 271–289). New York: Academic.</li> <li>Bruner, J. (1983) Child’s talk. Learning to use language. London, Oxford University Press</li> <li>Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press</li> <li>Edwards, D. and Mercer, N. (1987) Common Knowledge: The Development of Understanding in the Classroom. London: Routledge.</li> <li>EEF (2017) evaluation of CPRT/Uni of York study Improving children’s learning through dialogic teaching  <a href="https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Dialogic_Teaching_Evaluation_Report.pdf">https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Dialogic_Teaching_Evaluation_Report.pdf</a></li> <li>Goodman, S; Lillis, T; Maybin, J & Mercer, N. (2003) Language, Literacy and Education: A Reader. Open University Press</li> <li>Gregory, E., (1996) Making Sense of a New World  London:Paul Chapman</li> <li>Gregory, E., & Williams, A., (2000) City Literacies Learning to read across generations and cultures London:Routledge</li> <li>Hopwood, L., (2012) Encountering English Education: The experiences of newly arrived teenage migrants in monolingual English schools and colleges. PhD thesis University of Manchester  uk.bl.ethos.575162</li> <li>Littleton, K & Mercer, N (2013) Interthinking: Putting talk to work London: Routledge</li> <li>Littleton, K.(2013) Educational Dialogue in Holliman, A. (ed) The Routledge International Companion to Educational Psychology chapter 7 London: Routledge</li> <li>Mercer, N. (1995) The Guided Construction of Knowledge. Clevedon: Multilingual Matters</li> <li>Mercer, N. (1996) The quality of talk in children’s collaborative activity in the classroom Learning and Instruction Vol6;issue4;pp359-377</li> <li>Mercer, N. (2000) Words and Minds: How we use Language to Think Together. London: Routledge</li> <li>Mercer, N. (2010)  The Analysis of Classroom Talk: Methods and Methodologies. British Journal of Educational Psychology 80, p.1-14</li> <li>Mercer, N (2019) Language and the Joint Creation of Knowledge  London: Routledge</li> <li>Mercer, N., Wegeriff, R., Major, L. eds(2019) The Routledge International Handbook of Research on Dialogic Education  London: Routledge</li> <li>Mercer, N & Littleton, K. (2007) Dialogue and the development of children's thinking: a sociocultural approach. London: Routledge</li> <li>Mercer, N & Hodgkinson, S. (2008) Exploring talk in school. London: Sage</li> <li>Myhill, D; Jones, S and Hopper, Lectures 24 Seminars 16 0 160