A Second Look at Douglas Barnes's "From Communication to Curriculum"

Autor/in	Yarker, Patrick
Titel	A Second Look at Douglas Barnes's "From Communication to Curriculum"
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 58 (2016) 1, S.109-115 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.15730/forum.2016.58.1.109
Schlagwörter	Classroom Communication; Group Discussion; Discussion (Teaching Technique); Learning Strategies; Educational Practices; Language Skills; Discourse Modes; Student Participation; Communication Strategies; Teaching Methods + Suchen Sie Ihr Suchwort? Klassengespräch; Gruppendiskussion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungspraxis; Language skill; Sprachkompetenz; Diskursethik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kommunikationsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article revisits Douglas Barnes's book-length exploration of the implications for teachers of a constructivist epistemology, notably in relation to the importance of small-group talk in classrooms. Empirically based consideration of small-group exploratory pupil-pupil talk enabled Barnes to reveal the learning strategies such a context elicits, and to argue for its educational significance. Barnes also considers how a curriculum can be seen as a form of communication. He identifies the importance of pupil engagement if learning is to be effective, and explores some of the patterns of communication which enhance such engagement. Barnes's attention to pupils' production of knowledge through exploratory talk retains its power to correct the view that teaching is essentially about the delivery of predetermined lesson-content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01