The

importance of Learning Talk

Dr Cheryl Doig This reading is based on the next Talking the Walk: Walking the Talk ebook, due to be published soon! As you begin to form your processes keep in mind that the learning walks and learning talk go hand in hand. There is a great deal of talk in schools, but this does not always lead to deep changes in student learning. Learning talk is embedded in the history of discussion and dialogue, where both are vital. Learning talk focuses on the need to build the levels of challenge and accountability in our conversations about learning and to challenge ourselves and others to explore our assumptions and practices. What might we improve? Why did we make that decision? What are the assumptions behind that decision? What was the consequence? The model used in this book is adapted from the work of Robinson, Lai & Annan (2003), as shown in Figure 1. The learning talk work was deepened by Roween Higgie and the staff at Remuera Primary School.

Figure 1 Levels of Learning Talk The various components of the model are explained as follows: All talk - Talk that is not connected to the school. This can still play an important role in the development of school culture, relational trust and friendships! How did your team go in the rugby? What did you do on the weekend? Wasnt that last episode fantastic! These incidental conversations, the connections with common interests should play no part in professional learning conversations.
Cheryl Doig, Think Beyond Ltd c.doig@thinkbeyond.co.nz

 School talk focuses on what is happening in the school environment. It can be divided into two parts: Non-teaching talk - Traditionally, teachers are very good at engaging in non-teaching talk. This talk focuses on organisation and resourcing rather than the learning and teaching. Organisation of events can take on a life of its own, with the initial Why are we doing this? being lost in the annals of history. Meetings that focus on these matters often do not advance learning within the school, they merely reinforce the status quo, mundane and linear. Of course they have a place. The systems required to manage non-teaching talk need to be explicit, use digital technologies where appropriate and be undertaken separately from the learning talk. Once learning walks are underway their focus is on learning talk. Teacher Practices talk - This is non-learning talk that describes practice but does not go into the teacher inquiry process. "Tell me about what you have been doing?" rather than why. It is the talk that skims the surface of learning by talking about what has been done without exploring why those decisions were made or engaging in deeper dialogue about the outcomes for individuals, groups or levels. this is often confuswd witht the purpose of a learning walk. While it can provide teachers with some new ideas and can be supporting, it does not explore learning or challenge. Learning Talk this is at the heart of learning walks, teacher inquiry and professional learning communities. It creates conversation about the learning and the teaching. There are three elements to learning talk, as follows: Analytical talk - Analysis of evidence of impact of teaching practice on student learning outcomes. It is evidence based talk that enables teachers to judge their own effectiveness. Critical Talk - Evaluates the impact of teaching practices on student learning based on the information from the analysis. Challenging Talk - Making change to existing practices based on previous analysis and critique. All talk challenges self and colleagues to justify current practice and determine next steps. Learning Talk focuses more on improving teacher practice and impacting positively on student learning. It opens up dialogue into beliefs and assumptions of the teachers and considers the impact these have on learning. Challenging Talk includes invention until something works, always considering the unintended consequences before taking action. The differentiation of types of talk recognises that all these types of talk have a place in the life of a school. Indeed organisations would be very sad places if we only talked deeply about our work and never had the chance to discuss our home life, sports or interests. The opportunity to engage with others, to laugh and to share experiences provides important ways of connecting with community. Schools have often spent most of their time feeling comfortable, building relationships and meeting the needs of the adults at the expense of the students. For more information visit www.thinkbeyond.co.nz or http://www.alpineleadership.com/

Cheryl Doig, Think Beyond Ltd c.doig@thinkbeyond.co.nz