By Jill C. Wheeler
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Extra resources for Scott O'Dell
Example text
What should you write there? Not ‘c’, that is ‘c’. I want ‘e’. Yes, that’s ‘e’, fine. Well done. Next, you have to write ‘a’ at the beginning of twelve. Those who can, put up your hands. Any more? All right, you can come and write. Where is the beginning of twelve? Where is twelve? Can you find twelve there? No? Who wants to show twelve to him? Come along. That is right, number twelve. That is line twelve. Now you have to write ’a’ at the beginning of that line . . ‘a’ at the beginning . . Good.
2 More importantly, when a reasoning-gap activity proves difficult for learners, the teacher is able to guide their efforts step by step, making the reasoning explicit or breaking it down into smaller steps, or offering parallel instances to particular steps, as noted in the last chapter. 3 Dialogic reasoning is also a process in which the meaning-content of any given exchange is partly predictable and partly unpredictable – predictable because there is a shared perception of purpose and general direction, and unpredictable because the specific meaning-content of any exchange is determined by the outcome of the preceding exchange.
The learners were facing not only new forms of classroom activity but new concepts of what classroom activity should be about; and the teacher’s own sense of uncertainty about classroom procedures was not reassuring to them. For their part, the teachers were facing not only dissatisfaction with particular lessons but also difficulty in identifying the sources of dissatisfaction. 12 Task and pre-task Gradually, however, the problems began to clarify themselves and criteria for assessing particular lessons began to emerge.