ABSTRACT
This chapter aims to encourage readers with practical pointers, but it needs to be recognized that one's thinking and practice will change over time. It presents a research conducted by four teachers with the support of a PGCE tutor. The debriefing process is not a separate entity and some of the success depends on the attention the teacher gives to groups and individuals in the introduction, as they work on the substantive task, or in the debriefing itself. Mayer and Wittrock define transfer as when a person's prior experience and knowledge affect learning or problem solving in a new situation'. Classroom talk is generally characterized by the IRE pattern: the teacher initiates, usually with a question (I), a pupil responds (R) and the teacher evaluates (E) before going on to ask another question. Black and Wiliam's recent review article provides compelling evidence of the power of feedback in raising attainment.
