1 / 14

Speaking and listening 4

Speaking and listening 4. Year 1 2011-12. Sit at the right table. Sit on a table with the people who share the same speaking and listening article from the independent task week 4.

aphrodite-griffin
Download Presentation

Speaking and listening 4

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Speaking and listening 4 Year 1 2011-12

  2. Sit at the right table Sit on a table with the people who share the same speaking and listening article from the independent task week 4 1) Myhill, D., Jones, S. & Hopper, R. (2006) Talking, Listening, Learning Maidenhead: Open University Press pp. 7-28 2) Fisher, R. (2006) ‘Talking to Think:why children need philosophical discussion’ in Jones, D. &Hodson, P. Unlocking Speaking and ListeningLondon: David Fulton pp. 33-47 3) Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children’s Thinking Oxon: Routledge pp. 57-82 4) Corden, R, (2000) Literacy and Learning Through Talk Buckingham: OUP pp. 131-145

  3. Speaking and Listening 4 Core 1 2011-12

  4. The next 2 weeks • Speaking and Listening 4 • Essay preparation micro seminars

  5. Objectives • To understand children learn to explore , develop and sustain ideas through talk • To be aware of some key research related to speaking and listening • To become familiar with exploratory and dialogic and talk • To understand approaches to teaching & assessing • To know how to how to organise contexts for speaking and listening in the classroom • Consider the relationship between thought and language • Know about the role of the teacher in facilitating exploratory • Understand that speaking and listening is central to learning

  6. Guided Reading experience • Get into your guided reading groups and discuss your book • Now discuss – as a learner- • What do you need from the leader? (the guide) • What do you need from other members of the group?

  7. Guided talk/Reading Plansfor Lost and Found:Does your colleague’s plan have: • Objectives • A good introduction • A strategy check • Literal questions • Inference and deduction questions • Evaluative questions (about the way author uses words and the effect on the reader) • Praise what they have done well and give them a ‘wish’ to sharpen their plan

  8. Speaking and Listening Articles First… • Find the other people in your speaking and listening article group • Share the key points • Make notes and be prepared to share them with another group Then… • Jigsaw into a new group of 4 in which each person presents a different article • Discuss any connections you identify or relevance to the essay title

  9. Essay Title Why and how should speaking and listening be promoted in the primary classroom? Assignment Guidelines Essay 2000 words (do not go over the word limit or you risk being penalised

  10. Marking Criteria Besides the criteria set out in your course handbook for level 1 work, markers will be looking for evidence of the following in the essay: • Understanding of exploratory and dialogic talk • Understanding of the role of the teacher in facilitating talk e.g. ground rules, questioning, grouping • Reference to your ‘talk tool kit’, (i.e. the seasonal talk box), prepared as a directed task and how you used it • Discussion of the importance of storytelling as a speaking and listening context • Reference to key research, reports and academic texts both within the reading pack and beyond • Appropriate use of English and referencing (the criteria above do not have equal weighting) Marking process will be in accordance with the University’s Moderation of Assessed Work Policy. Due date: Week 1, Semester 2 to be handed in to the Faculty Office.

  11. Preparation for Micro seminars • Next week • Write up to 750 words of your draft assignment • Write a plan for how you will continue your assignment • Write a bibliography • Bring them to the micro seminar at the allotted time

  12. Evaluating your progress

  13. Sharing the articles • Session 4( Week 4) Independent task • 1) Myhill, D., Jones, S. & Hopper, R. (2006) Talking, Listening, Learning Maidenhead: Open University Press pp. 7-28 • 2) Fisher, R. (2006) ‘Talking to Think:why children need philosophical discussion’ in Jones, D. &Hodson, P. Unlocking Speaking and ListeningLondon: David Fulton pp. 33-47 • 3) Mercer, N. & Littleton, K. (2007) Dialogue and the Development of Children’s Thinking Oxon: Routledge pp. 57-82 • 4) Corden, R, (2000) Literacy and Learning Through Talk Buckingham: OUP pp. 131-145

More Related