Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies

Fay Smith · Frank Hardman · Kate Wall · Maria Anna Mroz

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Education Pedagogy and Practices Mathematics Education and Teaching Techniques Education and Technology Integration

Abstract

The study set out to investigate the impact of the official endorsement of ‘interactive whole class teaching’ on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an ‘active teaching’ model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implica...

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References

1989Rousing minds to life: teaching, learning, and schooling in social context 1975Towards an analysis of discourse : the English used by teachers and pupils 2001Culture and pedagogy: international comparisons in primary education 2005Investigating Classroom Talk 2013Inside the Primary Classroom: 20 Years On 1999Baseline assessment and monitoring in primary schools : achievements, attitudes, and value-added indicators

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2007Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools 2006Opening classroom interaction: the importance of feedback 2011Road Maps for Learning: A Guide to the Navigation of Learning Progressions 2019Dialogic teaching in the primary science classroom 2016Scaffolding through dialogic teaching in early school classrooms 2012Examining transfer effects from dialogic discussions to new tasks and contexts 2008Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective

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