Investigation B

How much exploratory talk goes on in your classroom? Ask a colleague to observe how you ask questions in class, to whom, and how often. (Alternatively, audio- or videotape your own lesson and listen afterwards to the talk that occurs in the lesson.)

Questions to consider could include:

• Which students are most often ‘called upon’ to speak?
• Are bilingual students and new learners of English included in the conversations and, if so, to what degree?
• To what extent do you allow for exploratory talk among students?
• In which contexts does exploratory talk occur (if it does)?

Having undertaken this kind of analysis, examine and discuss the patterns that currently exist in your classroom and consider how these might need to be changed to foster more exploratory talk, particularly for bilingual students.

Refer to the sections on classroom conversations (pages 94–95), expanding students’ vocabulary (pages 126–127), and meeting many needs (pages 127–130) in Effective Literacy Practice in Years 5 to 8 (Ministry of Education, 2006) for ideas based on good practice. Chapter 2 of Effective Literacy Strategies in Years 9 to 13 (Ministry of Education, 2004) has information and ideas for secondary school teachers about teaching academic vocabulary. Trial one or more new patterns that you think would be appropriate for your class.