 Mae'r digwydd y cydnod ar gyfloddiad mewn ymgyrch, ac mae'n gweithio â'r ddweud i gyd-dysgu'r ethau a'r ddweud i'r chyfloddiadau. Mae'n hyd o'n ei gynhyrch arbarth. Mae'n gweithio i rhoi y heddiw a piolaeth iawn. Ac yn hyn yn ystod, wrth fy enw'r tonedol i'r trefnol yn hollion iechyd, o bach yn ystod ac yn ystod y twfodol yn y llefnol ar gyfer o ein rhaid enw. Mae'n caf ei ddweud yn fwy fwy o'r sgwysgol. O rwyf, mae'n gwahanol o'r monolog sy'n credu'n fwy o'r sgwysgol i'n sgwysgol eithaf ar gair o'r sgwysgol.лаen. For that to happen we need dialogue in the classroom in which both teachers and students are taking an active role. In which students have to try to think how they develop their understanding into new words and how they're able to respond to questions from the teacher which involve them in some thinking through of new ideas. In most classrooms enough monologue takes place. What we probably need to achieve to achieve is a better balance between the amount of monologue and the amount of genuine dialogue that takes place in most classrooms. From our observations of children working in groups in the classroom and from observing adults as well working in groups, we know that people often don't necessarily use that opportunity to think well and collectively together. Sometimes you'll get what we call disputational talk, Mae'r dda i'r pleidio cymryd lugares i'r mwyaf ar ei wled. Senyn ni'n gwybod mi, mae dyna'r ddweud fawr y fwrdd a'r yrhaith. Mae'r ddweud rwy'n gwasiol yn ysbytrth. A i ni'n rhaid ychydig os ychydig beth o'r helpu ar gyfer hynny. Ychydig yn fathiau y dydyn nhw'n gael cwmiliadau. Mae'r ddweud y cysylltu yn eu rhaglen. Mae hynny'n mynd i'r ddweud. Ond mae'n bobl yn iawn i datblygu'i adustu daethau. pan�i ni'r bwysig ychydig ar y gallwn a fydd yn ei wneud ychydig i'r gweithio chi'n ddechreu angen o beth am y ddechrau'n bwysig er mwyn i ni'r ddweud o'r llwyth ithe. Pan hynny yw rhai dwi'n cael ei wneud o'r talog argy ankle, a mae gynnig hon i'r nghymru yn ffaith yn gweithio allu'i dod yn ei bwysig ar gyfer hyn. Yn y gweithio'r cydnig, dyna mae gennyni'r cydnig y gweithio'r cydnig, a i werthu'r unig, i ddweud y gallu bwysig, a i gyrsbyn iawn i ddim yn gyfleol. A'r ysgolwyddiadau, oedd ychydig yn gallu'r gweithio cyfleol i'w ddigwydd, yn gallu'r ddweud. A'r ysgolwyddiadau, dyna cael ei bod yn ymlaen i chael yn gweithio'r ysgolwyddiadau, oherwydd yn gallu eu ddweud. Mae'n rwy'n credu i ddweud i ddweud i'w ddweud. Y bai gŵr i'n ymddiadau i ddrwy'n eu hunain sphu oherwydd y hollent y styff ddych yn gweinodd y lle hanfyd o bwysig y discursion hiddenbwysig o'ch cyd-rhyw ynglynth. Delwch i'n ei fwrwch ar bydd y roi gyrwch, ac yn gweithio arol, ac yn gweithio ar lawer yn bwysig. A yn ymgyrchu, mae'r bod yn gweithio i多yleu iddyn ni. Mae'n gweithio i'r bwysig ar yw weithio, ac mae'n gweithio i ddweithio i gwaith i'n mwyaf Ac gweldolaeth oherwydd iddynt yn gwybod siŵn, rydym yn cael y rhesnod o'r swyddhau gwahanol a lefnodd yn erbyn gyda i'r bwysig os ymarfer ei anodd ac yn cero weld os rhesnodd yn yn agyn年i, a'i ddau'n bwysig yw'r pleiddoedd gyda'r bwysig o hyd iawn, y'n miso gweithio ac oeddon, ond i'r bwysig os byw yn fobindig o'r bywyd o'r bwysig oherwydd y byddai'r bwysig y cwyr ymgynllewch yw'r rhaid, a y ddweud i'r ystafell cwm uch yn grwyneid y cwm hynny i weld y brindiau yw'r gwrwm gwrwm gwrwm yn gweithio. Poros grwm gwrwm, rwy'n cael cyfwinedd y bydd y rhaid yr ystafell cyhoedd o gweithio ar gyfrifoedd hwn ar gwrwm y cyfrifoedd, oed mi hynnyouldd y gwrwm i'n ei wneud o'r gweithio ac mae'r grwm yn gweithio. Rhaid yn déch chi bod ni'w ochr hi'n mewnderach ar y maen nhw'n Might on the website, on the Thinking Together website for example, some lesson plans for how students can be encouraged to develop these ground rules. Basically the ground rules are just the definition of exploratory talk laid out as a set of kind of imperatives, for example everyone will contribute to the group discussion, we will give reasons for our views, we can challenge reasons as though we will do ond, a we will try and reach agreement at the end of the discussion. So those are the kind of ground rules that teachers can build with a group of students with a whole class. And they can then agree that they will apply those when they work together in groups. So the teachers role on the one hand is to raise students' own awareness of how they use talk collectively and how they can learn to use it better. And to set up conditions in which students can develop the kind of skills that are necessary for carrying out exploratory talk. But it's also crucial to realise that the teacher is probably the only role model students will have for using talk to reason. They may not have heard reason discussions anywhere else in their lives and if so if the teacher isn't really going to show them how it's done and engage in dialogues that model that exploratory talk, they're going to be rather at a loss for how to do it. Research has shown that the biggest influence on how students talk together in groups is how their teacher talks to them. The principles I've outlined so far are the basis for the thinking together approach to developing talking classrooms that my colleagues and I working with teachers have devised over the years. The aim of it essentially is to help students become more effective at using language for thinking collectively because that is really the distinctive nature of human intelligence that we can join our brains together in a sort of mega brain and think in a way that is greater than the sum of the parts. That is one of the crucial reasons why our species is the dominant one on the planet for better or worse. But we have to learn how to think collectively using language well. We're not hardwired to do it like the bees are for example. So an important aspect of education which is highlighted in the thinking together approach is that students are taught how to use language in this way most effectively. I'm sometimes asked to justify why I think it's so important that young people learn to use exploratory talk. And the reason is that advances in science, arts, technology, humanitarian causes and politics only really happen when people effectively combine their brain power to address issues. The idea that advances such as those depend on the endeavours of a lone genius is completely misguided. It isn't really historically the way things have worked. As a species our intelligence is distinctive because it is intrinsically social. We're able to link up our brains into a sort of mega brain in which our contributions are greater than the sum of the parts and we're able to solve problems collectively in that way. And we use language to do so but unlike species like the bees who have a hardwired language kind of already programmed into the brain although we're designed to learn language we have to learn it and we have to learn to use it well. And so students need the kind of experience that will enable them to develop those skills that will mean that they can take part in collective endeavours, solve problems together and contribute to the advance of understanding in whatever field they're engaged in. We found that the thinking together approach doesn't only help young people learn how to talk and work together better in groups. We found that by engaging in that kind of collaborative reasoning, that kind of collective thinking they actually become better at reasoning on their own. And this supports a Vygotskyan model of the development of human cognition in which there is an iterative relationship between the social and the individual. So it's almost like they become able to carry on these critical constructive discussions in their own heads which is what an intelligent person and an educated person should really be able to do. And the way it became most apparent in our research is when we found that students were able to improve their scores on a test of reasoning, the Ravens progressive matrices and they improved their scores much more than students in a control set who weren't given this kind of thinking together training. We found that as well as the effects on the development of students reasoning, that those students who've been in classes where they've learned how to use exploratory talk and practiced it over time were able to apply it to their study of other curriculum subjects. In our case we particularly looked at maths and science and they improved the performances on standardised national tests compared with students who haven't had the thinking together experience. This was partly I think because they were able to work better in groups and therefore learn together more effectively and address themselves more productively to the problems they were given, the tasks they were given. But it may well be also because through that experience of thinking together they were learning individual reasoning skills which meant they could apply those to the study of these curriculum subjects too. And I think that if a focus on the development of talk and reasoning is maintained through students' school careers it can have continuing benefits on how they progress through the school system and of course their learning life skills as well which would stand them in good stead when they go out to work in the wider world. I think there were some clear implications for educational practice from the research I've described and what we found and what researchers in other countries working on similar issues have found as well. And one of them is that children need to be taught in school how to use spoken language effectively. There tends to be an assumption that it just happens that children just learn how to talk, they don't need any special help with it. They'll need to be taught long division or chemistry or something. But you know just go and talk in your groups and we'll assume you can do it. But as I've tried to explain that isn't likely to be the case for many children. If they haven't heard reason discussions or been able to see quite how you construct them they're not going to be able to do so. They probably don't appreciate themselves how important talk is for learning. And so that's one strong implication that talk should be on the curriculum. A second one is that for educational practice that teachers need to realise quite how important their role is that they probably are the only role model for exploratory talk. They may not for many children, they may not actually experience that kind of talk in their out of school lives. And so their teacher may be the only person who can show them how it's done. And obviously the teacher can enable them through setting appropriate tasks and guidance to help them understand the language of particular subjects to talk in a rational and constructive way about any of the topics that they're studying. So I think that's the second implication. When it comes to research in psychology, education and linguistics, then I think what's needed there is a stronger appreciation of the nature and functions of talk. Talk isn't just a medium for exchanging ideas, for transmitting ideas from one head to another, for conveying information. It's also not only for setting up complex social structures and enabling social events to take place in a way that's smooth and effective. What it is primarily and essentially is a system of communication that has evolved with our species to enable us to solve problems collectively. And that is really the essence of its nature. And I think it needs to be researched in that way to be understood as a system for enabling people to think collectively. And I think if we start to see it in that way then some of the questions we'll ask in research will be slightly different and they will probably come up with some more productive and useful answers.