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Pay, Bradley (2016)
Publisher: Teacher Education Advancement Network (TEAN), University of Cumbria
Languages: English
Types: Article
Subjects: Z482, Z484
Talk in the classroom has been one of the most talked about topics in the classroom over recent years. For years, many have felt excessive teacher-pupil talk has been the best source to pupil progress however many are starting to feel pupil-pupil talk has greater benefits to progress. This investigation looked at the effect of pupil-pupil talk and whether a Thinking Together Programme was more or less effective than excessive teacher-pupil talk on pupil progress in five GCSE PE theory lessons. Analysis found that when pupil-pupil talk increased and teacher-pupil talk decreased, engagement, behaviour and decision-making enhanced. However, of work that is of greater difficulty, it was alternatively found that excessive teacher-pupil talk was necessary because teachers could support and guide pupils in the correct direction.
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