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Start by watching a short video. Then read the cartoons, quotes and key principles. They introduce the main ideas covered in this module. Discuss these as a group. The learning outcomes describe what you’ll achieve once you’ve completed the six steps.

Working in partnership to support students' learning

Planning and supporting effective ways of working

Module 11 Ants101C M11 1 Get Started
Oral language underpins all learning and all social interaction. Whenever we think, read, write, and whenever we communicate with others, we are drawing on oral language in some way. We use oral language to convey information, develop understandings, think critically, express ideas and identity, define our membership of social groups, build relationships, and manage social interactions. Our ability to use oral language effectively enables us to learn, to apply our learning, and to address the challenges of social and technological change.

— Ministry of Education, 2009, p. 71

A learning conversation is first and foremost entirely open ended. ...to build on the natural learning dispositions of children, in particular their wonder of the world, sociability, creativity, their love of invention and play.

— Teacher (New Zealand Curriculum Online: Learning conversations and key competencies)

Module 11 Csp1406 M11 Spare

Key principles — the big ideas in this module

  • An inclusive classroom enables and values the contributions of all learners. It is an environment in which all students are actively engaged in the learning.
  • As students deepen their engagement in learning, they feel increased ownership of their learning and become more active participants in the classroom.
  • Purposeful interactions between teachers, teacher aides and students help students to learn. In purposeful interactions, teachers and teacher aides provide students with time and the support to think, learn and communicate.
  • Teachers and teacher aides can support students to be active learners by using instructional strategies such as modelling effective classroom talk, purposeful questioning and revoicing.

Learning outcomes for this module

This module is intended to support teachers and teacher aides to achieve four aims:

  1. Develop a shared understanding of how questioning, wait time and other deliberate ‘talk moves’ can support student learning.
  2. Examine their practice and identify how they can use classroom talk and questions to support students to think, learn and communicate.
  3. Trial a new strategy for supporting learning for all students.
  4. Reflect on and evaluate the effectiveness of the strategies they have tried together, using the questions in this module.

1 The writers acknowledge that it is signed language rather than oral language that underpins the learning and social interactions of most profoundly deaf people.