Improving the quality of pupils’ talk and thinking during group work

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What did the pupils feel they gained from working in structured groups?

All pupils reported that they either spoke more and/or were more on task in group talk after the intervention. Many also commented on feeling more confident. Two shy pupils of differing abilities felt more integrated with their group and spoke more “because the others let me now”. One of the pupils commented “this is the really the first time I’ve talked in English all year”.

The pupils also felt that their questioning had improved. There were many occasions when pupils not only asked questions, but showed they were aware of their function. For example, a middle-ability group devising questions for another group on Heaney’s Blackberry Picking (1975) said, “that’s too obvious … we need to challenge them more”. And, rather than simply ask, “What do you think the people are doing?” They posed a higher-order question:

Look at the simile ‘his hands were sticky as Bluebeard’s. What do you think he is suggesting?

A low ability girl showed how she had realised the power of talk to help thinking when she said “OK, I’ll write and you think”. This comment contrasted with the concern for correct spelling shown by pupils at the start of the study.

All pupils commented on how they preferred group talk to class talk. They said that being excluded from class talk made them feel frustrated or bored, whilst the no-hands up rule and being forced to join in made them feel embarrassed or afraid. One boy said that he found group talk better than class talk “because you don’t have to hide your thoughts”.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did the teachers structure and model effective group talk? How did the pupil’s group talk change? What did the pupils feel they gained from working in structured groups? What challenges did the teachers face when promoting group talk? How was the study designed? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Improving the quality of pupils’ talk and thinking during group work This digest found in English Speaking and Listening Send to a friend Word doc 60KB Printer friendly Collate for later What did the pupils feel they gained from working in structured groups? All pupils reported that they either spoke more and/or were more on task in group talk after the intervention. Many also commented on feeling more confident. Two shy pupils of differing abilities felt more integrated with their group and spoke more “because the others let me now”. One of the pupils commented “this is the really the first time I’ve talked in English all year”. The pupils also felt that their questioning had improved. There were many occasions when pupils not only asked questions, but showed they were aware of their function. For example, a middle-ability group devising questions for another group on Heaney’s Blackberry Picking (1975) said, “that’s too obvious … we need to challenge them more”. And, rather than simply ask, “What do you think the people are doing?” They posed a higher-order question: Look at the simile ‘his hands were sticky as Bluebeard’s. What do you think he is suggesting? A low ability girl showed how she had realised the power of talk to help thinking when she said “OK, I’ll write and you think”. This comment contrasted with the concern for correct spelling shown by pupils at the start of the study. All pupils commented on how they preferred group talk to class talk. They said that being excluded from class talk made them feel frustrated or bored, whilst the no-hands up rule and being forced to join in made them feel embarrassed or afraid. One boy said that he found group talk better than class talk “because you don’t have to hide your thoughts”.