'Making them think': the role of exploratory talk in 21st century classrooms

When I think back to my school reports, one recurring phrase comes to mind: "too chatty." But now, as an experienced teacher, I look at my younger self and recognise that this 'chattiness' was my way of engaging with the learning. It was how I probed ideas more deeply and checked whether my understanding was accurate. I’m sure this anecdote is relatable for many, and it deserves greater curiosity. Consequently, in my classroom, harnessing this need for students to explore their learning through talk is of fundamental importance.

The dominance of the transmission model of teaching – where a teacher conveys knowledge to a passive audience – has been challenged through teacher training and development over the past 25 years. Newton et al. highlight two main reasons why many classrooms revert to this model, which are the same reasons often cited against exploratory talk: firstly, it is time-consuming, and the curriculum has strict time constraints; secondly, it is difficult to control classroom discussions and ensure all students remain on task.

Given that over half a century of research supports student talk as a primary tool not only for teaching but for deep, lasting learning, why is teacher talk still so dominant? According to Goddard et al., the average student talk time in a classroom is between 4 and 7 percent – a figure seemingly at odds with the advice of Vygotsky, Piaget, and Mercer.

Over the past 25 years, the work of Lev Vygotsky, a psychologist from the former Soviet Union, has become increasingly influential in teacher training. Vygotsky believed that learning is a socially constructed process shaped by culture: "The development of thinking is not from the individual to the social but from the social to the individual” (Vygotsky, 1978).

Another educational psychologist, well known to those who have studied education, is Jean Piaget. Although Piaget and Vygotsky’s theories do not fully align, they agree on one key point: children are more likely to accept new knowledge – even when it conflicts with their current understanding – from someone they perceive as a peer. Neil Mercer, a proponent of exploratory talk, explains this dynamic: "… however, the more egalitarian the social dynamics of the situation, the greater the pressure towards resolution of difference" (Mercer, 2010).

When using exploratory talk in the classroom, Newton et al. highlight four main areas that must be addressed: advance planning, appropriate timing, a prerequisite knowledge base, and clear procedures for group discussions. In addition, studies by Edwards and Mercer, and by Lemke, both conclude that two other factors are also critical: the teacher’s role as a subject authority, and their ability to guide shared meaning on an interpsychological level.

In a recent series of lessons with an IGCSE Physics class, exploratory talk was a key strategy used when covering the topic of Energy Resources. Traditionally, this content might be presented as a table on the board for students to copy and memorise, or students might be asked to create a presentation. Both methods leave room for disengagement or passive rote learning.

Instead, students were given time to research the scope and specific areas of the topic. Debate rules were agreed and clarified to ensure everyone understood the 'rules of engagement'. The classroom was arranged like a courtroom, with each student assigned an active role.

The Affirmative team argued for the motion; the Negative team, against it. Jurors rated the debate against pre-determined criteria, and Judges oversaw proceedings and posed additional questions. I acted as a facilitator, available for support. Three debates were held so all students could rotate through the roles. The students embraced the challenge, asking probing questions that explored and tested the information shared by their peers.

Creating opportunities for meaningful dialogic argumentation and exploratory talk requires a rethinking of pedagogy. It is not enough to place students in groups and ask them to 'discuss'. The discussion must serve a clear purpose, with boundaries that support conceptual understanding and the development of subject-specific language.

As Jenny Nolan states in a previous Elevate article, "… the teacher as a reflective practitioner is reminded about how we must always question why we are doing something…" – and that includes how we use talk in the classroom, if we want students’ thinking to flourish.

Mercer (2010) argues that language is vital for a deep understanding of any subject, and that only through practising the language of a subject will students truly grasp its concepts. Every subject has its own vocabulary, and students must learn to speak it to gain real understanding.

Therefore, it is imperative that teachers provide the right environment for this practice to take place. Sometimes, 'chatting' is not only meaningful – it is a vital and necessary part of the learning process.

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