Are talk and dialogue relevant and useful pedagogical approaches in subjects where there are definite correct answers? This is a question I have been asked over the years, especially by trainee teachers who are specialising in Maths or Science. My short answer is yes absolutely – to really understand something it helps if we can explain our thinking and see what others think.
Here is a much more detailed answer to the same question, written by Cambridge education professor, Rupert Wegerif. It’s an engaging read, and relevant for anyone who is keen to rethink or refresh their views on teaching and learning across the curriculum.
Oracy across the curriculum
