Adrienne uses a multimodal approach to help her learners make connections to their learning, and talk to strengthen these connections. What I saw when I stepped back and watched was a table of learners fully engaged in a dialogic discussion. Adrienne reminded them at the beginning to use their 'why' voices to question, explain and clarify their understandings.
To help keep the talk flowing Adrienne uses prompt cards that she places on the table. She then checks in with them using these prompts as the connection or provocation.
I roved around the room chatting to each group about what they were doing and how talk had helped their learning. What was really interesting was that her learners and my learners face the same obstacles when it comes to talking with others. I have followed Adrienne's inquiry this year as it aligns closely with mine. In talking to her I have found that it has taken us both a similar amount of time to build our cultures of talk. We have both used scaffolding strategies that are personal to our learners, and both realise the importance of using written, spoken and visual texts to aid comprehension.
One student said that talk helps if them engage. Another told me that it helps you clarify as you have to say why you think the way you do, and if don't understand something you can ask questions or listen to what others think. I asked them what they did if someone said something they didn't agree with. Almost everyone I spoke to said they ask questions to help them understand why they think that way.
I really enjoyed my time in Room 8. My takeaway from this visit will be to vary how I use my own scaffolded prompts, and has prompted me to revisit the reasons why talk can help strengthen our connections to the learning.