50. Literacy
The development of Literacy is grounded
in a knowledge of language gained via
talk in a variety of social setting
الناجمة اللغة معرفة على مبني الثقافة تطوير
متنوعة اجتماعية مواقف في التحدث عن.
51. Achievement
In learning setting, it depends
on the capacity to understand
Spoken language.
.قدرة على التحصيل يعتمد ،التعلم مواقف في
المنطوقة اللغة فهم على الفرد(التحدث لغة)
52. Talk
It is the principal medium
through which children
access education.
الحديث:يتعلم الذي الرئيسي الوسيط هو
األطفال خالله من.
53. Conclusion
The most common factor
in primary level is the talk
or spoken or the oral language
على الرئيسي العامل فإن ،القول وخالصة
المناقشة أو التحدث هو األولي المستوى
لفظية وبلغة.
60. Kate
Stealing is
Wrong
I promised
not to tell
Rober Stole
the Choco
for his Sick
Mom
Robert will be
in Trouble, If I
Tell
When It comes to moral Issues, Children get
confused, They do not Know what to say
61. • Children actively listen to each other.
• Respect thoughts & Ideas of Others.
• Compromise the Disagreement.
• Justifying the opinion to support Ideas.
• Give chances to other to participate.
The Teacher Aims to
64. •Respond to other people Q. / Opin.
• Stay on task.
• Share & Explain Ideas.
• Be prepared to change their minds or
negotiate if necessary to agree with
what ever needs to be Done. Pp22.
The Teacher Aims to
These Aims = Thinking Together
65. Create the talk Lessons embody
teacher’s conceptions of the Edu.
Effective Discussion. And leads
then to Effective Collaborative
Learning.
• According to the Research findings,
problem solving will be done better
in group working.
Developing Talk Lessons
68. Briefly speaking, Exploratory talk can be viewed as a speech setting
that gives everybody in the group an equal chance to express his or
her own views, and share it with
the others.
What is Exploratory Talk?
المناقشة إلى النظر فيمكن ،وباختصار
فيه تتوفر تحدث موقف أنها على االستكشافية
متكافئة فرصللتعبير المجموعة أفراد لكلعن
فيها اآلخرين ومشاركة ،الشخصية رؤاهم.
69. • Encourage everyone in group to speak.
• All relevant information is shared.
• Contributions are considered with
respect .
• Reasons are Expected.
Exploratory Talk Ground Rules
72. • Explicit Learning Objectives.
• The Talk’s Quality is Reflected on the
Plenary Sessions
• The Talk Skills (Asking Q., Reasoning,
Negotiating Ideas, & Challenging one
Another) are Directly Taught in the
Class. Pp23
The Features of the Thinking Together
73. •التعليمية األهداف وضوح
•العامة الجلسات في تنعكس التحدث أو المحادثة جودة
•The Talk’s Quality is Reflected on the Plenary Sessions
•التحدث مهارات(واألفكار ،والتبرير ،األسئلة طرح
المتبادل والتحدي ،والتفاوضية)في مباشرة تدرس
الدراسة قاعة.
The Features of the Thinking Together
الجماعي التفكير سمات
75. •اكتساب على األطفال لمساعدة معنى ذو سياق توفير
وممارستها ،المهارات.
•الصف خالل من والمناقشة المحادثة قواعد تكوين
•تعزيز فرص ويوفر ،المحادثة جودة على المعلم يركز
المناقشة.
The Features of the Thinking Together
الجماعي التفكير سمات
76. •،كتابية أعمال دائما ليست التعلم مخرجات
،وتصميم وبناء ،فهم تكون أن يمكن بل
ويبرر ويفسر يعلل أن طفل كل ليتمكن
جيد بشكل
•. Pp23
The Features of the Thinking Together
الجماعي التفكير سمات
77. • The Lessons’ Outcomes are not Usually
Written Work, But Developed
Understanding So Anyone in the
Group Can Rationalize .
. Pp23
The Features of the Thinking Together
78. • Organized in a way that Children work
in mixed ability groups of three.
• These Groups are provided with a range
of opinions, and ideas.
• Each group has to have a fluent reader
and writer. Pp23
How Does the Talk Lesson
Classroom look Like?
80. Lesson Obj. & MatchedActivities
To aware that there are
different type ofTalk
To understand the nature
& aims of talk groups , & to
build trust & confidence in
the group
ConsiderTalkVocabulary
reflect as much types of
talk as possible
Many activities should be
provided to ensure that all
members understand the
importance of their own
contribution.
Objective Activities
82. Lesson Obj. & MatchedActivities
To generate a class
set of ground rules
for ExploratoryTalk.
الصف قوانين تنظيم
بالمحادثة الخاصة
االستكشافية
Asking the groups
to suggest rules to
support effective
discussion.
باقتراح الطلبة مطالبة
تدعم ولوائح قوانين
الفعالة المناقشة
ObjectiveActivities
83. •We share our Ideas & listen to Each.
•البعض لبعضنا ونستمع ،األفكار في نشترك
•We talk one at a time
•وقته في يتكلم منا كل
•We respect each other’s opinions
•البعض بعضنا آراء نحترمPp26
المحادثة درس قواعد
Talk Lesson Rules
84. •We give reasons to explain ideas
•األفكار لتفسير األسباب نقدم
•We ask why if we disagree
•نتفق ال لماذا نسأل
•We try to agree in the end.
•النهاية في نتفق أن نحاول
Pp26
المحادثة درس قواعد
Talk Lesson Rules
85. • Support & Reinforce Exploratory talk
episodes.
• Help children to scaffold one another’s
uses of the talk rules & structures
• Ensures that talk is inclusive & on task
• Model Exploratory talk.
Pp27
Why Teacher Intervenes in
Working Group .. To ..
86. •االستكشافية المحادثة وتعزيز لدعم
•قواعد الستخدام بعضهم تشجيع األطفال لمساعدة
المحادثة
•معها األطفال وتفاعل العملية سير من للتأكد
•وصياغتها االستكشافية المحادثة لتصميم
Pp27
Why Teacher Intervenes in
Working Group .. To ..
المجموعة عمل في المعلم يتدخل لماذا
87. • Made The Lesson Aims Clear.
• Encourage chi to use their talk ground rules
• Modeled the kind of language chi wish
to hear
• Use Q. not to test but to lead the class
• Help chi to recognize & value Language
• Reasoning skills they are developing
Pp27
Some Thinking Together
Strategies for Teaching & Leaning
104. Individual Thinking
* Those philosophers say that
thinking is something private
that happens in each individual
brain.
* So, dialogue with others dose
not mean that they joint
thinking, but they are sharing
their thoughts instead. PP.32
114. Individual Thinking
A Phil. Wittgenstein
as a self Thinker
منفرد كمفكر وتجنستن الفيلسوف
س:بمفرده؟ يفكر كيف
•وفقا أفكارهلمونكز(1919)األساس في
حوارات
•مخه في بالنهاية يجادل هو
115. Individual Thinking
A Phil. Wittgenstein
as a self Thinker
As a result of the Wittgenstein
example, the originally & powerfully
thinking, the more contribution in
a larger conversation in which your
thinking occurs.
116. Individual Thinking
A Phil. Wittgenstein
as a self Thinker
فيقترح ،لذلك ونتيجةونجنستنكان كلما بأنه ،
المشاركة كانت كلما ،وفاعل أصلي التفكير
التفكير حدوث حيث أكبر محادثة في أكثر فاعلة
122. Learning to Think
* So, teaching Chil the ground
rules for effective dialogues =
reason more effectively.
* Learning to reason effectively
in child own = appear in
performance in certain relevant
context. Pp33
123. Dr. Ahmad J. Al-Saai
Fall 2010
Thinking Skills & ICT