• BINAPANI PADHY

Over the course of the 21st century, every nation in the world has expanded its educational aspirations. Who went to school, what they learned, and what they could do with their knowledge beyond the classroom became a central concern. More children are now going to schools than the previous years . They are expected to acquire more complex knowledge along with skills by applying their acquired knowledge. The purpose of this research was to improve talking skill of the class-II students through the use of Accountable Talk enhanced by TESS INDIA KEY Resources. To evaluate the impact of the intervention, Talk for learning strategies were adopted with student and effectiveness is compared . In, Learning and Practicing the strategy, students worked in groups to respond to different activities. The conversation of the students during the activity was recorded. Through the use of Classroom observation schedule, Interview schedule the authentic data were collected by the researcher. Analysis was done by applying percentage . Pre and Post observation showed significant growth in talking skill among the students. Though other factors may have contributed, it is likely TESSINDIA key Resource Talk for learning strategies influenced this growth. These results encourage the use of this strategy in different subjects of class-II perhaps, in particular, with students struggling with language fluency.

TESSINDIA key Resources, Talk for learning strategies

"IMPROVING TALK FOR LEARNING SKILL OF STUDENTS OF RADHACHARANPUR CLUSTER", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 11, page no.a151-a157, November-2023, Available :http://www.jetir.org/papers/JETIR2311024.pdf

"IMPROVING TALK FOR LEARNING SKILL OF STUDENTS OF RADHACHARANPUR CLUSTER", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 11, page no. ppa151-a157, November-2023, Available at : http://www.jetir.org/papers/JETIR2311024.pdf