I really liked reading this chapter because it
introduced an idea to me that I had never really considered before. The
majority of the chapter deals with the differences between the two types of
language that students use in a classroom. The first is referred to as
exploratory and the second is presentational. Each is used in a specific
capacity and can be used to promote learning in different ways.
Exploratory speech is described as the language
student’s use amongst themselves as they work together on projects and other
assignments. As the name suggests, this type of language helps students explore
the material and develop more concrete understandings. When working in groups, students try to
express and defend their ideas. When monitored by the teacher, group
discussions help students create connections within the subject. The book makes
it a point to say that having small group discussions or whole class
discussions have the potential to help student learning. The book also provides
a checklist or standards to follow during these discussions.
Presentation speech is the language that students
used when a student is trying to relay information to the class after a
research based project. This method of speech is much clearer and thought out. These types of presentations also allow
students to practice public speaking and makes sure they know the required
material before they give the presentation. When used in the classroom the book
suggests pairing this method with exploratory speech. Pairing the two together lets
students develop their language skills more completely.
I was very interested in this chapter. I was not
sure what to expect from it. I believe the ideas it presents are extremely relevant
to not only a science classroom but also a history or modern language class.
These two classes along with a science class allow for more open discussion. I
have seen these methods work first hand in classrooms that I observed in and
participated in. I always felt that time was used more productively when
students discussed their work amongst themselves. However, I never really gave
it a second thought until I read this chapter. Now it makes perfect sense.
I have never heard of these two types of language so I am glad you spoke about them. I have seen them used in a classroom, I just never knew the correct terms for them. To connect your reading with ours I think that most of the strategies we read about are types of exploratory language strategies. I think it is extremely important to allow students to talk in groups and explore the material for themselves. I think this language directly relates to the think-pair-share strategy in our reading because students are able to discuss their opinions on a certain problem and help each other come to a solution. This language can be applicable to not only science and math but to all content areas.
ReplyDeleteAlex -
ReplyDeleteSounds like you really enjoyed this chapter. Communication is vital for student learning especially in group work. It seems like your chapter focused more on explaining why it is important to use exploratory speech and presentation speech in the classroom where as our chapter gave applications. The two speeches you mentioned are clearly used in the collaborative techniques that were described in our chapter. For example, using what Melissa mentioned, think-pair-share requires students to certainly explore the material, but also to share. I have seen teachers ask students to share amongst their partner or to the entire class. Presenting what they have found to the entire class helps students to practice the world's number one fear, public speaking. Overall, oral literacy should be required in every content area as well as listening skills. There can't be effective communication with the absence of both. Teachers should let students converse with each other more frequently.
Hi Alex,
ReplyDeleteI'm glad it made perfect sense to you. I wonder how you see exploratory talk happening in your CPD and remember it happening in your science classrooms. I wonder how you see this connecting with other things you have read and what your concerns might also be with exploratory talk and accountability.