Masters degree course work.

1. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
1
Humans
have
an
innate
curiosity
to
understand
the
hidden,
to
discover
what
one
is
thinking.
At
art
galleries
we
need
placards
to
describe
and
analyse
what
we
see,
musicians
will
write
of
their
experiences
and
inspirations,
allowing
us
an
insight
into
how
and
why
they
create.
When
we
talk,
humans
are
opening
up
a
window
into
their
minds.
From
a
baby’s
first
coos,
they
use
a
simple
process
of
explaining
and
articulating
their
needs
and
wants
through
sounds
which
sustain
life.
They
are
making
a
connection,
the
very
powerful
human
sense
of
being
understood.
When
we
find
ourselves
in
a
situation
where
we
cannot
articulate
or
fail
to
find
that
right
word
or
phrase,
a
frustration
takes
hold.
As
educators,
the
spoken
interactions
and
modeling
we
engage
in
with
students
provides
a
vocabulary
and
model
of
interaction
that
has
an
enormous
impact
in
promoting
and
articulating
higher-­‐level
thought.
This
paper
will
analyse
a
verbal
interaction
between
a
class
teacher
and
a
small
group
of
students.
Using
Vygotsky’s
writings
as
a
framework,
I
will
investigate
the
way
that
teacher
–
student
talk
initiates
higher
levels
of
cognitive
thought
and
how
the
types
of
questions
we
ask
extends
a
student’s
Zone
of
Proximal
development.
The
Case
Study
This
paper
draws
on
data
collected
from
a
single
Year
6
classroom
of
20
students
with
an
even
gender
balance
of
10
males
and
10
females.
The
teacher
is
male
and
has
8
years
of
teaching
experience
across
all
grade
levels.
The
school
implements
the
International
Baccalaureate
Primary
Years
Programme
and
the
students
are
from
families
with
a
high
socio
economic
background.
The
data
is
collected
from
a
discussion
which
took
place
within
a
unit
of
inquiry
where
the
students
are
researching
and
analysing
different
human
reactions
to
personal
conflict.
All
participants’
names
have
been
changed
to
maintain
anonymity.

2. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
2
Analysis.
Closely
looking
at
the
text
presented
in
Appendix
1,
the
first
point
for
analysis
is
the
percentage
of
talk
contributed
by
all
parties
involved.
Godinho
and
Shrimpton
(2003)
completed
a
study
on
the
nature
of
participation
in
small
group
discussions
between
male
and
female
students,
with
their
findings
reinforcing
the
view
that
male
students
dominate
classroom
discussions.
Appendix
2
is
a
table
illustrating
the
percentage
of
speech
that
each
participant
contributes,
with
female
students
being
the
main
contributors
with
42%
of
the
talk.
These
percentages
are
contradictory
to
those
presented
by
Godinho
and
Shrimpton
(2003),
indicating
that
there
is
a
strong
balance
in
participation
between
the
participants.
Including
the
teacher
there
were
11
participants
in
this
discussion,
it
is
important
to
note
that
all
members
in
the
discussion
contributed
an
opinion
or
acknowledged
and
support
a
peer’s
opinion.
This
indicated
that
there
was
a
clear
culture
of
openness
and
sharing,
thus
ensuring
that
all
opinions
and
ideas
were
acknowledged.
This
is
facilitated
by
strong
student/teacher
relationships,
a
key
enabler
of
dialogic
classrooms.
The
opening
question
issued
by
the
teacher
is
open-­‐ended
but
also
asks
for
a
students
opinion,
and
answers
from
their
perspective.
Through
making
connections
between
classroom
discussion
and
real
life
scenarios
the
teacher
is
drawing
on
Vygotsky’s
theory
that
a
student’s
capacity
for
thought
moves
beyond
biology,
instead
being
heavily
influenced
by
their
environment
and
social
setting.
(Wells
1999)
By
allowing
the
students
to
bring
their
own
perspectives
and
beliefs
to
the
discussion
the
teacher
is
facilitating
opportunities
for
the
students
to
support
each
other
in
developing
fuller
understanding.
Turns
5,
8
and
12
all
extend
the
other
students
perceptions
as
evidenced
by
agreement
of
their
peers.

3. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
3
Although
the
discussions
were
open
and
equitable,
there
initially
appears
to
be
little
resolution
to
the
teacher’s
questions.
If
we
were
to
follow
this
discussion
throughout
the
unit
of
inquiry,
we
would
potentially
see
the
students
fully
engage
in
the
teachers
questions.
The
open-­‐ended
questions
the
teacher
poses
in
turns
9
and
11
come
as
prompts
to
continue
the
discussion
and
to
engage
the
thoughts
of
the
listeners
with
further
questions.
The
open
nature
of
the
questions
means
that
this
interaction
must
allow
the
students
time
to
ponder
and
generate
thought,
something
the
teacher
obviously
allows.
These
open
questions
are
also
rhetorical
in
that
they
serve
a
larger
purpose
than
simply
requiring
an
answer.
These
are
examples
of
the
teacher
demonstrating
questioning
skills.
Mercer
(2000
p134)
explained
this
as
“Guidance
Through
Dialogue”,
the
process
of
sharing
of
knowledge
through
joint
activity
and
modeling.
PEDAGOGICAL
IMPLICATIONS
Basic
oral
interactions
between
a
teacher
and
their
students
show
a
heavy
reliance
on
the
Initiate,
Response,
Feedback
(IRF)
cycle
of
speech,
first
identified
by
Sinclair
and
Coulthard
in
1975
(as
cited
in
Mercer
&
Hodgkinson,
2008).
While
this
form
of
interaction
can
be
useful
for
recapping
prior
understanding
or
ascertaining
factual
knowledge,
it
fails
to
support
higher
order
thinking
or
conceptual
growth.
Vygotsky
wrote
of
the
Zone
of
Proximal
Development,
a
theoretical
measure
of
students
potential
for
cognitive
development,
which
is
influenced
by
a
teacher’s
involvement
and
knowledge.
In
the
instance
of
the
IRF
oral
exchange
the
teacher
engages
in
the
use
of
closed
questions,
allowing
students
a
narrow
spectrum
in
which
to
derive
their
answers
and
thoughts
from.

4. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
4
Acknowledging
the
critical
role
oracy
plays
in
supporting
higher
order
cognitive
thought,
we
must
support
students
ability
for
critical
analysis
by
providing
them
with
the
metalanguage
to
question
and
explain
their
thoughts.
Raban
(1999)
explained
it
best
when
writing
about
the
process
a
student
will
employ
when
using
talk
in
collaborative
learning.
She
wrote
of
students’
hypothosising,
arguing,
speculating
and
recognising
cause
and
effect.
These
skills
among
others
require
a
large
amount
of
specific
modeling
and
language
support
to
operate
effectively.
Within
an
increasingly
crowded
curriculum,
teachers
find
it
difficult
to
manage
and
allocate
the
necessary
time
for
students
to
engage
in
discussion
and
hone
critical
oracy
skills.
Through
including
activities
such
as
talking
tokens
or
Rad
Rallies
(Appendix
3),
students
engage
in
highly
structured
collaborative
talk
to
support
understanding
across
all
curriculum
areas.
To
conclude,
as
with
so
many
areas
of
life
we
have
a
tendency
to
complicate
and
over
look
the
most
simple
things.
Something
as
intuitive
as
engaging
in
verbal
discussions
must
be
supported
by
a
flexible
pedagogy
that
acknowledges
the
important
link
between
oracy
and
literacy.

5. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
5
Appendix
1
The
turn
number
is
presented
on
the
left
hand
margin
while
the
speaker
ID
and
their
gender
is
written
in
brackets.
All
questions
have
been
highlighted
in
yellow
and
an
analysis
of
speech
and
question
type
is
written
in
the
bold
bracket
at
the
end
of
each
turn.
1. (Teacher)
We
have
all
recently
investigated
personal,
local
and
global
conflicts
as
part
of
our
homework
and
class
discussions.
Through
these
inquiries
you
will
be
developing
your
own
ideas
about
why
conflicts
occur.
In
your
opinions,
what
can
people
do
to
try
and
stop
these
conflicts
and
share
our
planet
peacefully?
(Open-­‐ended
question)
2. (Student
1
M)
I
think
to
make
the
world
peaceful
and
happy
we
should
all
try
to
get
along
with
each
other.
We
should
also
try
and
tolerate
people
even
if
they
are
different.
We
could
try
and
control
ourselves
when
we
start
to
get
angry
and
try
to
not
do
anything
bad
to
hurt
anyone
or
hurt
their
feelings.
(Opinion)
3. (Student
2
M)
I
think
we
should
all
get
along
and
not
be
violent
and
just
relax
when
we
get
angry
we
something.
(Opinion)
4. (Student
3
F)
to
make
the
world
more
peaceful
I
think
we
could
all
get
along
and
try
our
hardest
not
to
do
anything
bad.
If
everyone
was
helpful
and
kind
the
world
would
be
a
better
place.

6. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
6
5. (Student
4
F)
I
think
all
the
countries
should
sign
a
treaty
that
says
you
are
not
allowed
to
start
any
wars.
I
also
agree
that
we
should
all
try
to
always
do
the
right
thing.
(Opinion,
agreeing
with
previous
statement)
6. (Student
7
F)
I
think
you’re
right
Student
4.
(Agreeing
with
the
previous
statement)
7. (Student
5
F)
I
think
if
people
can
be
mature,
principled,
creative,
calm,
friendly
and
nice.
The
world
would
be
different
and
there
wouldn't
be
any
conflicts.
(Opinion)
8. (Student
6
M)
I
think
to
make
the
world
peaceful,
we
could
share
natural
resources.
Compromising
is
always
a
good
way
to
resolve
an
argument.
Peace
treaty's
and
truces
are
great
for
resolving
wars.
(Opinion,
providing
a
suggestion
for
resolution)
9. (Teacher)
These
are
all
great
suggestions.
Student
4,
you
mentioned
making
countries
sign
a
peace
treaty,
but
who
will
be
responsible
for
checking
to
make
sure
that
everyone
follows
the
treaty?
(Feedback,
acknowledging
students
suggestions
and
emphasizing
that
these
are
the
types
of
answers
the
teacher
is
looking
for.
Open-­‐ended
question
to
continue
discussion)
10. (Student
4
F)
Hmmmm......
I
am
not
very
sure
Teacher,
I
will
have
to
think
about
that.
(10)
I
think
every
one
in
the
world
should
vote
on
one
of
the
prime
ministers
to
be
in
charge
of
organising
the
treaty.

7. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
7
11. (Teacher)
It
sounds
like
we
all
value
peace,
so
how
come
we
still
have
many
conflicts
in
the
playground?
Do
you
think
it
is
easier
to
say
these
things
than
to
do
them?
(Feedback.
Poses
an
open-­‐ended
question
to
continue
discussion)
12. (Student
8
F)
I
think
that
even
though
peace
is
a
good
thing,
and
conflict
isn't,
isn’t
it
conflict
that
makes
life
interesting?
I
mean
take
super
heroes,
they
save
the
world
isn't
there
a
conflict
first
with
the
bad
guy?
If
the
world
was
just
happy
nothing
interesting
will
happen,
everyday
will
just
be
the
same.
What
do
you
think
Teacher?
(Open-­‐ended
question,
as
a
way
of
questioning
their
own
thoughts.
Student
is
seeking
clarification
of
their
beliefs.)
13. (Teacher)
That
has
made
me
think!
I
will
answer
that
after
I
ponder
about
it
a
little.
14. (Student
9
M)
You
are
right
Student
8,
the
world
would
just
not
be
interesting
because
I
like
making
conflicts
with
my
brother
just
because
they’re
fun!
15. (Student
10M)
People
are
bad
whether
it’s
about
money,
power,
land
or
religion.
I
don't
get
it.
16. (Teacher)
I
understand
why
you
would
think
that
some
small
conflict
might
make
life
interesting,
particularly
in
films
and
books.
However,
I
could
definitely
live
without
any
conflicts
in
my
real
life.
Being
in
a
conflict
is
never
nice
and
I
think
that
if
you
enjoy
making
conflict
for
people
perhaps
you
might
have
to
think
again
about
what
is
fun.
Try
and
think
from
the
point
of
view
of
the
people
involved
in
conflict
you
are
creating.

8. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
8
17. (Student
8
F)
I
don't
think
making
a
conflict
or
being
in
one
is
fun.
But
I
don't
know
what
the
world
would
be
like
without
one.
I
guess
the
world
is
full
of
conflicts
and
everyone
is
used
to
it,
but
maybe
there
was
once,
where
there
weren't
conflicts.
Lots
of
jobs
link
into
solving
conflicts.
Is
that
why
the
people
that
invent
the
jobs
invent
them?
Like
policemen
and
detectives?
I
see
a
lot
of
conflicts
in
the
playground
and
sometimes
I
wonder
how
they
actually
happen.
Maybe
there
might
be
a
job
in
the
future:
playground
patrol!
Appendix
2.
Teacher
Talk
Student
Talk,
Male
Student
Talk,
Female
203/640words
=
32%
146/640
words
=
23%
291/640
words
=
45%
Appendix
3.
The
talking
tokens
activity
involves
students
possessing
counters
of
different
colours,
each
colour
representing
either
a
question
or
a
comment.
The
students
are
required
to
cash
in
a
token
to
participate
in
the
conversation.
A
Rad
Rally
is
an
activity
which
starts
in
pairs.
Each
pair
must
take
turns
to
contribute
to
a
story,
discussion
or
discourse,
using
the
concept
of
a
tennis
rally
to
symbolise
the
movement
of
ideas.
Pairs
then
join
to
make
groups
of
fours.
If
an
idea
or
contribution
is
repeated
the
rally
can
not
go
on
until
a
fresh
idea
is
contributed.

9. Justin Cole
Student # 557426
Master of Literacy, Creating Texts: Assignment 1
9
Reference
List.
1. Godinho,
S.
C.,
&
Shrimpton,
B.
B.
(2003).
Boys'
and
girls'
use
of
linguistic
space
in
small-­‐group
discussions:
Whose
talk
dominates?.
2. Hiller,
C.,
&
Johnson,
K.
(2007).
Against
the
Grain:
Constructions
of
Gender
through
Teacher
Talk.
English
In
Australia,
42(3),
74-­‐82.
3. Mercer,
N.
(2000).
Words
and
minds
:
how
we
use
language
to
think
together
/
Neil
Mercer.
London
;
New
York
:
Routledge,
2000.
4. Mercer,
N.,
&
Hodgkinson,
S.
(2008).
Exploring
talk
in
school
/
inspired
by
the
work
of
Douglas
Barnes.
edited
by
Neil
Mercer
and
Steve
Hodgkinson.
London
:
SAGE,
2008.
5. Raban,
B.
(1999).
Language
and
literacy
as
epistemology.
In
J.
Gaffney
&
B.
Askew
(Eds.)
Stirring
the
Waters:
the
influence
of
Marie
Clay.
Portsmouth:
Heinemann.
6. Wells,
G.
(1999).
Language
and
Education:
Reconceptualizing
Education
as
Dialogue.
Annual
Review
Of
Applied
Linguistics,
19135-­‐55.