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Making Good Progress: Assessment for Learning February 2008

Agenda: 9.15

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Making Good Progress: Assessment for Learning February 2008

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    1. Making Good Progress: Assessment for Learning February 2008 Stick men not AFL – they are summative assessment whereas what we are looking at today is formative AFL.Stick men not AFL – they are summative assessment whereas what we are looking at today is formative AFL.

    2. Agenda: 9.15 – 3.30 Introduction: What is assessment for Learning? The different aspects/purposes of assessment Learning objectives and success criteria Feedback and marking Peer marking Questioning Conclusion

    3. By the end of today (success criteria), you should be able to… Plan appropriate learning objectives and success criteria Give pupils feedback that is linked to improvements in learning Mark work more effectively Plan better questions Use the A3 grids to help direct pupils’ learning

    4. Introduction Think about all the different circumstances in which you have been assessed…. How often was it like this….? It doesn’t have to be like that! E.g. eye tests, driving test, GCSEs, interviews, will probably identify more formal occasions e.g. degrees. Some are high stakes – some are low – assessing characteristics of a person from first introduction. Draw a house….. Then give them the success criteria E.g. eye tests, driving test, GCSEs, interviews, will probably identify more formal occasions e.g. degrees. Some are high stakes – some are low – assessing characteristics of a person from first introduction. Draw a house….. Then give them the success criteria

    5. Different ways of looking at Assessment Think about the Mona Lisa: Close up Standing back Public view AFL is mostly about the detailed brush strokes – we will see how the different aspects interrelate Close up – detailed brush stokes Standing back – work in progress , but showing how well it looks – how often – not often Public view – the publication of results – end of year? Close up – detailed brush stokes Standing back – work in progress , but showing how well it looks – how often – not often Public view – the publication of results – end of year?

    6. Close up

    7. Standing back – work in progress?

    8. The public view

    9. Activity What would it feel like to be a pupil in a classroom where assessment for learning is embedded? Discuss in pairs from the child’s point of view. Much easier from a teachers perspective – which is why we are not going to ask you to do that?Discuss in pairs from the child’s point of view. Much easier from a teachers perspective – which is why we are not going to ask you to do that?

    10. The pupil perspective Self and peer evaluation Talking partners Making decisions and choices Feeling confident to question, challenge and seek help Know that learning takes place when things are difficult Encouraged to think about and articulate opinions They should get immediate feedback in specific aspects of their work and told how to improve it They should reflect on learning as it happens Child speak – Read out this and after each bullet point express the child’s point of view – handout in pack.They should get immediate feedback in specific aspects of their work and told how to improve it They should reflect on learning as it happens Child speak – Read out this and after each bullet point express the child’s point of view – handout in pack.

    11. The teacher perspective Involving pupils in planning the big picture Sharing learning objectives Negotiating success criteria Planning questions which enhance future learning Modelling quality by using real examples of work

    12. Teacher perspective cont. Making evaluation and feedback an integral part of lessons Focussing feedback on success and improvement against learning objectives and success criteria Training pupils to make and suggest improvements

    13. Not … How can I fit it all in? But… How can I rethink the whole format of the lesson? Change from the teacher talking for ages and then the children recording, with a focus on coverage, to investing time in doing things properly thinking about skills. Not about teachers feeling overwhelmed that this is yet another thing to add in – rather, do I need to do everything I am currently doing because the focus is on learning not coverage. If they already know this don’t do it and if they haven’t understood this bit can’t move on to the next bit because it won’t make sense to children. Change in focus- my Eureka moment. Is this the best way to enable children to learn what I want them to? Why am I doing this? What is the learning in this? Change from the teacher talking for ages and then the children recording, with a focus on coverage, to investing time in doing things properly thinking about skills. Not about teachers feeling overwhelmed that this is yet another thing to add in – rather, do I need to do everything I am currently doing because the focus is on learning not coverage. If they already know this don’t do it and if they haven’t understood this bit can’t move on to the next bit because it won’t make sense to children. Change in focus- my Eureka moment. Is this the best way to enable children to learn what I want them to? Why am I doing this? What is the learning in this?

    14. Learning objectives and success criteria Having clarity about what knowledge, concepts and skills you want children to learn (rather than what you want them to DO) is key here It is important to separate the learning from the context in which it takes place It is important to share success criteria with pupils Remember to…

    15. Success criteria – how children achieve LO It is essential that the LO and SC for every lesson, are shared with, and understood by the children. Sharing learning objectives and success criteria provides a focus for feedback from teachers and other children and for children’s self evaluation It is important to share all LOs across a unit of work so that children can see the big picture and make connections as the unit of work progresses (gives them a reason for learning something – makes the learning more meaningful for them – more motivation) This could be in the form of mind maps / visual displays/ questions to be answered by the end of the unit etc Success criteria – how children achieve LO It is essential that the LO and SC for every lesson, are shared with, and understood by the children. Sharing learning objectives and success criteria provides a focus for feedback from teachers and other children and for children’s self evaluation It is important to share all LOs across a unit of work so that children can see the big picture and make connections as the unit of work progresses (gives them a reason for learning something – makes the learning more meaningful for them – more motivation) This could be in the form of mind maps / visual displays/ questions to be answered by the end of the unit etc

    17. Separate the learning objective from the context of the lesson Learning objective muddled with context: Give activity – muddled LO and contextGive activity – muddled LO and context

    18. Learning objectives – what you want children to learn by the end of the lesson – May be part of a larger objective from frameworkLearning objectives – what you want children to learn by the end of the lesson – May be part of a larger objective from framework

    19. When planning, take the, ‘I can’ statement and convert it into a learning objective by taking off the, ‘I can’ and putting in, ‘we are learning to..’ When planning, take the, ‘I can’ statement and convert it into a learning objective by taking off the, ‘I can’ and putting in, ‘we are learning to..’

    20. Make the objective concise and child friendly. (Don’t lift huge objectives from the frameworks. These are for the children. What do you want the children to learn or be able to do by the end of this lesson?) Success criteria – again child friendly and concise. Keep them short. They should be key points to remember. Write down to refer to them Get children to formulate success criteria – giving you back key points (but still need to plan them) Recap before children start individual work Return to in plenary – reflect on achievements / difficulties Activity – need to make sure children can meet success criteria through activity Lesson should be led by objective not activity Make the objective concise and child friendly. (Don’t lift huge objectives from the frameworks. These are for the children. What do you want the children to learn or be able to do by the end of this lesson?) Success criteria – again child friendly and concise. Keep them short. They should be key points to remember. Write down to refer to them Get children to formulate success criteria – giving you back key points (but still need to plan them) Recap before children start individual work Return to in plenary – reflect on achievements / difficulties Activity – need to make sure children can meet success criteria through activity Lesson should be led by objective not activity

    21. Recipe analogy:- Literacy analogy is - the ingredients needed to make a cake e.g. Writing instructions Remember to include: Title – what you are making or doing, what you need, what to do, Maths is the method to make the cake *REMEMBER CONTEXT IS TAKEN OUT OF SUCCESS CRITERIA HANDOUTS A5 booklet Success criteria which are focused around the process, or how the learning intention would be achieved, actively engage the children in the process of learning. Recipe analogy:- Literacy analogy is - the ingredients needed to make a cake e.g. Writing instructions Remember to include: Title – what you are making or doing, what you need, what to do, Maths is the method to make the cake *REMEMBER CONTEXT IS TAKEN OUT OF SUCCESS CRITERIA HANDOUTS A5 booklet Success criteria which are focused around the process, or how the learning intention would be achieved, actively engage the children in the process of learning.

    24. Activity Activity 2 (Hand out 3 - success criteria) Work in mixed age groups to write success criteria for each of the 3 examples Share with wider group Show other examples of success criteria handouts Discussion points:- Size of objective Where it appears in year Ability of children Age of children NON NEGOTIABLES Success criteria can be open or closed Closed – can do or not – all success criteria necessary – improvement is correcting errors Open - continuum of achievement – need to discuss quality Need modelling to show quality – what does success look like – examples of children’s work Keep good examples from previous years and show the children what a good character description might look like. Let them compare and evaluate two pieces of work to see where the success criteria have been met or not. Activity 2 (Hand out 3 - success criteria) Work in mixed age groups to write success criteria for each of the 3 examples Share with wider group Show other examples of success criteria handouts Discussion points:- Size of objective Where it appears in year Ability of children Age of children NON NEGOTIABLES Success criteria can be open or closed Closed – can do or not – all success criteria necessary – improvement is correcting errors Open - continuum of achievement – need to discuss quality Need modelling to show quality – what does success look like – examples of children’s work Keep good examples from previous years and show the children what a good character description might look like. Let them compare and evaluate two pieces of work to see where the success criteria have been met or not.

    25. We are learning to write success criteria Remember to: Imagine you are the child Keep them concise and child friendly Begin each one with an imperative verb Check back to see that they match the LO Consider links with curriculum targets

    26. Here are some suggestions Year 1 Add two one digit numbers Remember to: Start with the biggest number Count on the smallest number Write down the number you land on Answer sheet so remove this from ppt handouts slidesAnswer sheet so remove this from ppt handouts slides

    27. KS3 LO – to be able to find the area of a compound (or composite) shape Remember to: Quote formulae for the area of each individual shape Substitute the values into the formulae to find the are of each individual shape Add up the individual areas of the shapes to find the total area

    28. LO to be able to describe an object, person or setting in a way that includes relevant details and is accurate and evocative Describe – do not tell a story Use third person Use adverbs and adjectives to add colour to the people, places or objects Use a variety of sentence lengths and accurate punctuation for effect or to change pace Use imagery to create pictures in the mind Describe what you can hear, see, touch, smell and taste

    29. We are learning to write instructions. Remember to include: ? ? ? ? ?

    31.

    32. Feedback and marking Teachers spend hours on this but does it have IMPACT? It still often consists of comments regarding quantity, presentation, and lots of encouragement We need to think about how ‘targets’ work alongside feedback and whether it is worth writing an improvement comment unless you give the pupil time to do anything with it …

    33. Feedback and marking Teachers should be modelling for pupils how to evaluate their work 3 stars and a wish Different sorts of prompts: example scaffold reminder

    34. Written comments in a pupil’s maths book (Y4 - lower ability) Good work Not enough work I expect more than this We need to look at this again Your LO is very messy Are you sure about this ? Some support Getting there Careful You were asked to round to the nearest number This work is scrappy – speed up and make sure everything is neat Speed up You must work harder and quicker to get there Quite a good try but not enough Some silly mistakes here, please be more careful Almost there Discuss in pairs how child's attitude towards maths / self esteem might be affected by reading these comments. * Quite negative * Linked mainly to presentation and quantity of work * No support to help children move on from their mistakes * Child’s attitude towards maths will probably deteriorate due to negative comments and no support on how to tackle mistakes they are making Discuss in pairs how child's attitude towards maths / self esteem might be affected by reading these comments. * Quite negative * Linked mainly to presentation and quantity of work * No support to help children move on from their mistakes * Child’s attitude towards maths will probably deteriorate due to negative comments and no support on how to tackle mistakes they are making

    35. A high % of written & oral feedback is:- Non-specific About presentation About quantity About effort About surface features While these elements are, of course, important be very careful with what you say to children and the written feedback that you are giving because children may start to think that you are looking for something else and this can lead to an unbalanced focus. Feedback should revolve around the lesson’s objective and be related to the success criteria. If you do want to tackle surface features/presentation/quantity in feedback discuss these quietly but then re-emphasize the achievement towards the learning objective. A high % of written & oral feedback is:- Non-specific About presentation About quantity About effort About surface features While these elements are, of course, important be very careful with what you say to children and the written feedback that you are giving because children may start to think that you are looking for something else and this can lead to an unbalanced focus. Feedback should revolve around the lesson’s objective and be related to the success criteria. If you do want to tackle surface features/presentation/quantity in feedback discuss these quietly but then re-emphasize the achievement towards the learning objective.

    36. Activity – card sortActivity – card sort

    37. Example prompt - for the child who has not achieved the learning objective. Scaffolded - for the child who has achieved some of the learning objective or is inconsistent. Reminder or Developmental - for the more able child or one who has achieved the learning objective. Marking against learning intentions involves 3 types of prompt: 3 different scenarios work might fall into, need to decide which scenario before writing comment. A - totally struggled, little understanding of what to do to achieve L.O. (back to basics, child will probably need individual support following lesson to get them back on track) B- Almost there, small error creeping in in a particular area E.g children missing out a step within success criteria. Hit/Miss with accuracy C- More able child – just need a quick reminder to get them back on track or objective clearly understood and children need to move forward. 3 different scenarios work might fall into, need to decide which scenario before writing comment. A - totally struggled, little understanding of what to do to achieve L.O. (back to basics, child will probably need individual support following lesson to get them back on track) B- Almost there, small error creeping in in a particular area E.g children missing out a step within success criteria. Hit/Miss with accuracy C- More able child – just need a quick reminder to get them back on track or objective clearly understood and children need to move forward.

    38. Type A: Example prompt… LO: To use adjectives The man walked along the beach. Emma, choose adjectives to describe the man and the beach… The ________ man walked along the ______ beach. Old, ancient, tall, sandy, pebbly, wrinkled The wrinkled man walked along the pebbly beach.

    40. Type B: scaffold prompt… LO: To include descriptive language A moment later, Katie landed in a smelly, muddy jungle. She saw a lion, she smelled a snake’s breath. What did the snake’s breath smell of? The snakes breath smelt of rotten eggs (above average y2)

    41. If child struggled with aspects of the L.O. there are different types of improvement suggestions you can use depending on child’s needs A scaffolded example for children to complete (Child A). Structure clearly provided 2)An example which children then apply to similar problems (Child B) 3)A simple reminder might be enough For Child B worthwhile providing a resource e.g. number line to help them see mistake – models and images are extremely important in addressing misconceptions If child struggled with aspects of the L.O. there are different types of improvement suggestions you can use depending on child’s needs A scaffolded example for children to complete (Child A). Structure clearly provided 2)An example which children then apply to similar problems (Child B) 3)A simple reminder might be enough For Child B worthwhile providing a resource e.g. number line to help them see mistake – models and images are extremely important in addressing misconceptions

    42. Type C – reminder prompt… LO: Write a character description. James sat in the classroom doing his writing. The classroom was bright and sunny. The teacher was busy sorting out some children who were trying to use the computer. After the lesson, they all went out to play. Teacher comment: Write more about James.

    43. Type C – developmental prompt… I am pleased you remembered the features of a set of instructions (OR Highlighted examples of this in children’s work.) Write a sentence which will encourage the reader e.g. – ‘Have you ever been bored? This is a game which will change your mood.’

    44. Suggestion - stick success criteria into books at start of lesson and then mark each step of the success criteria by ticking/colouring. This clearly identifies to child which part of process making the mistake. Marking to success criteria is about actually diagnosing the misunderstanding so children can move forward, simply marking something a right or wrong doesn’t help a child to improve. IN CONCLUSION KEY FEATURES OF QUALITY MARKING:- SHOW SUCCESS INDICATE IMPROVEMENT GIVE IMPROVEMENT SUGGESTION MAKE TIME FOR CHILDREN TO DO IMPROVEMENT Suggestion - stick success criteria into books at start of lesson and then mark each step of the success criteria by ticking/colouring. This clearly identifies to child which part of process making the mistake. Marking to success criteria is about actually diagnosing the misunderstanding so children can move forward, simply marking something a right or wrong doesn’t help a child to improve. IN CONCLUSION KEY FEATURES OF QUALITY MARKING:- SHOW SUCCESS INDICATE IMPROVEMENT GIVE IMPROVEMENT SUGGESTION MAKE TIME FOR CHILDREN TO DO IMPROVEMENT

    45. Planning for Feedback Build into planning at least 1 piece of focused marking per week (Lit and maths) but equally PLAN IN TIME TO RESPOND TO FOCUSED MARKING & CARRY OUT IMPROVEMENT SUGGESTIONS Children need classroom time to read feedback and most importantly carry out improvement on piece of work in. CHILDREN ARE UNLIKELY TO EMBED ANY SUGGESTIONS FOR IMPROVEMENT AND APPLY THEM TO LATER WORK UNLESS THEY ARE GIVEN TIME TO RESPOND TO FEEDBACK A possible model- Initially teachers mark class against same L.O. on same day. Follow up next day. As teachers become more experienced change model to look at different L.O. and follow up sessions at different times. Build into planning at least 1 piece of focused marking per week (Lit and maths) but equally PLAN IN TIME TO RESPOND TO FOCUSED MARKING & CARRY OUT IMPROVEMENT SUGGESTIONS Children need classroom time to read feedback and most importantly carry out improvement on piece of work in. CHILDREN ARE UNLIKELY TO EMBED ANY SUGGESTIONS FOR IMPROVEMENT AND APPLY THEM TO LATER WORK UNLESS THEY ARE GIVEN TIME TO RESPOND TO FEEDBACK A possible model- Initially teachers mark class against same L.O. on same day. Follow up next day. As teachers become more experienced change model to look at different L.O. and follow up sessions at different times.

    46. Marking Principles: Effective marking should: relate comments to learning objective, targets or success criteria encourage a dialogue with pupils provide scaffolded / closing the gap comments and suggestions for improvement move forward children’s learning Each child should have one piece of focused marking in maths and Literacy each week.

    47. Task Using the pieces of work provided, try marking them using one of these strategies.

    48. Success Criteria for Scary Story Opening should ‘grab’ the reader Create atmosphere through description of setting Show characters thoughts and reactions Use empty words to create suspense e.g. someone/something Keep actual ‘monster’ hidden – use sounds to build up tension Use some short sentences Start some sentences with an adverb e.g. suddenly

    49. Have your children really understood…..? ‘Emphasis in reading is putting more distress in one place than another.’ ‘Coal is decayed vegetarians.’ ‘Magna Carta provided that no man should be hanged twice for the same offence.’ ‘One horsepower is the amount of energy it takes to drag a horse 500 feet in one second.’

    50. ‘Al Chemy was a man who discovered chemistry.’ ‘Vacuums are nothings. We only mention them to let them know we know they are there.’ ‘Anyone who can read all the instrument notes at the same time gets to be the conductor.’ Judyism had one big God named “Yahoo”. ‘The Wholey Roman Empire amazed many when it was found in Germany.’

    51. Peer and self assessment are not replacements for teacher or practitioner marking and feedback. They are important additional forms of assessment which engage children in becoming self-critical and independent. Not about more able marking less able. Children teaching using what they know is a very powerful learning tool. Peer and self assessment are not replacements for teacher or practitioner marking and feedback. They are important additional forms of assessment which engage children in becoming self-critical and independent. Not about more able marking less able. Children teaching using what they know is a very powerful learning tool.

    52. A Good Editing Partner… A and B. Now feed back to partner using this. Need to be modelled. Use two pieces of writing from evacuees. Discussing and comparing quality. Links to SATS where children were asked to write diary entries. Some children failed because they were using connectives etc – and voice of child was not clearly shown.A and B. Now feed back to partner using this. Need to be modelled. Use two pieces of writing from evacuees. Discussing and comparing quality. Links to SATS where children were asked to write diary entries. Some children failed because they were using connectives etc – and voice of child was not clearly shown.

    53. Modelling marking to support peer and self assessment LO To express empathy for a character in writing Include at least two of these: Use a range of senses Use powerful adjectives and verbs to express emotion Include key aspects of the experience that might make the character anxious/relieved etc Try to convey empathy between mother and daughter/son Discuss how you might use this.Discuss how you might use this.

    54. Questioning is a crucial skill for teachers because it is: The most common form of interaction between pupil and teacher An element of virtually every lesson A key method of providing appropriate challenge for all children An important influence on the extent of progress made The most immediate and accessible way for teachers to assess learning. A few children answer all of the questionsQuestioning is a crucial skill for teachers because it is: The most common form of interaction between pupil and teacher An element of virtually every lesson A key method of providing appropriate challenge for all children An important influence on the extent of progress made The most immediate and accessible way for teachers to assess learning. A few children answer all of the questions

    56. What is 263 - 129? a) discuss these answers: 146, 144, 134, 136 b) using estimation only decide the right answer c) Why would the others be common wrong answers? Effective questioning – a range of answersEffective questioning – a range of answers

    57. What makes a good friend? Kind Always honest Shares sweets A bully Good looking Loyal

    58. Statement Most questions are recall – reframe it making it more challengingMost questions are recall – reframe it making it more challenging

    62. One simple way of classifying questions is to think of them as closed or open This is an example of a closed question There is only one answer usually only one child will have the opportunity to respond There is not much to talk aboutOne simple way of classifying questions is to think of them as closed or open This is an example of a closed question There is only one answer usually only one child will have the opportunity to respond There is not much to talk about

    63. By altering the question to make it more open, can promote more thinking and reasoning There are a range of different answers More children can offer a response Children of different abilities can respond at different levels Offers greater level of challenge – can think of alternative answers / all possibilities Children can work with a partner to discuss ideas Teachers get more assessment information By altering the question to make it more open, can promote more thinking and reasoning There are a range of different answers More children can offer a response Children of different abilities can respond at different levels Offers greater level of challenge – can think of alternative answers / all possibilities Children can work with a partner to discuss ideas Teachers get more assessment information

    64. Investigating statements such as these gets children to generalise and reason A few children answer all of the questions Responses to questions are brief, often one word answers Children are just recalling knowledge Questions are all the same type Children are ‘guessing’ what is in the teacher’s head Incorrect answers are glossed over Teachers answer their own question if there is not a quick response Want children to: find particular examples to match the statement Look for exceptions or counter-examples Identify the conditions or range of values for which the statement holds Justify their choice Investigating statements such as these gets children to generalise and reason A few children answer all of the questions Responses to questions are brief, often one word answers Children are just recalling knowledge Questions are all the same type Children are ‘guessing’ what is in the teacher’s head Incorrect answers are glossed over Teachers answer their own question if there is not a quick response Want children to: find particular examples to match the statement Look for exceptions or counter-examples Identify the conditions or range of values for which the statement holds Justify their choice

    65. Why do children put up their hands? I know the answer I want the teacher to notice me and think I am clever If I get chosen I might get to go out to play first I want to make my friends think I am clever I like to be chosen (and if I am chosen I will think of an answer) I put up my hand and make a noise (because my teacher never chooses children who make a noise – and if she does then I say I’ve forgotten) I was programmed to do it from the age of three! If a question is worth asking its worth everyone answering If we allow ‘hands up’ to answer questions we are allowing children to opt out of learning. Children do not listen to each other – the teacher only listens to those speaking – the most important thing is that I speak.If a question is worth asking its worth everyone answering If we allow ‘hands up’ to answer questions we are allowing children to opt out of learning. Children do not listen to each other – the teacher only listens to those speaking – the most important thing is that I speak.

    66. Why don’t children put up their hands? I don’t know the answer I never get the answer right anyway I might get the answer wrong and look stupid I can’t be bothered to think of the answer I know the answer but I can’t be bothered to put my hand up I need more time to think of the answer I wasn’t listening I don’t understand the question I don’t want my friends to think I am a boff The teacher never chooses me anyway I don’t want to be noticed

    67. The importance of Talking Partners Allows all children to think, articulate and therefore extend their learning Shy or less confident children have a voice Over-confident children learn to listen to others Generates a respectful, co-operative culture No hands up Most teachers’ lessons begin with automatic question and answer recall session e.g. “Who can remember what plants need to grow?” The typical response is that the same few children continually have their hands up and, in order to elicit the right answers, the teacher chooses the right children. Even if an open question is asked, hands shooting up all around while a child is in the process of thinking something through stops that process dead in its tracks. Many children have had that experience so often that they don’t even begin the thinking process and lose motivation. Even if the basic recall question (What does a plant need to grow?) a more effective approach than rapid fire is 30 secs to talk – answers gathered, with no hands up from a number of pairs with one child acting as spokesman each time until a full definition is compiled. We have tended to over-focus on individual children when they have responded to a question, so that child’s name is often repeated, and maybe public congratulations given, creates a comparison effect with those who have not responded. With talk partners the pair is asked to respond which changes the emphasis from the child to the response When asking open questions you could get a children to raise their hands if their partner has a good idea that they could tell the classNo hands up Most teachers’ lessons begin with automatic question and answer recall session e.g. “Who can remember what plants need to grow?” The typical response is that the same few children continually have their hands up and, in order to elicit the right answers, the teacher chooses the right children. Even if an open question is asked, hands shooting up all around while a child is in the process of thinking something through stops that process dead in its tracks. Many children have had that experience so often that they don’t even begin the thinking process and lose motivation. Even if the basic recall question (What does a plant need to grow?) a more effective approach than rapid fire is 30 secs to talk – answers gathered, with no hands up from a number of pairs with one child acting as spokesman each time until a full definition is compiled. We have tended to over-focus on individual children when they have responded to a question, so that child’s name is often repeated, and maybe public congratulations given, creates a comparison effect with those who have not responded. With talk partners the pair is asked to respond which changes the emphasis from the child to the response When asking open questions you could get a children to raise their hands if their partner has a good idea that they could tell the class

    68. Establishing the practice Establish partners, but change regularly Most successful strategy – random Train children to be talk partners Remember to use other talking and listening strategies (snowballing and envoying etc) 1 Partners need to be set – saves time and arguments – introduce it fully and formally 2 Most successful strategy – random – experimented with friendship, ability gender – most successful is regularly changed random – perceived as fair - know it will be changed (life skill – talking to children they wouldn’t normally talk to – listening with respect regardless of perceived ability, race or class) Select using names on lolly sticks , randomiser computer programme. Snap card pairs etc At beginning of lesson sweep around room to check all children have a partner Imaginary magic spot Need to train children and establish ground rules Sit knee to knee Look at your partner when they are talking Look interested Let your partner express his or her views Say more than one or two words Be prepared to compromise Respect the views of other people Increase wait time – whiteboards to list things Train talk partners -Model how not to be a talking partner with your TA Have a set of rules for how to be a successful talk partner1 Partners need to be set – saves time and arguments – introduce it fully and formally 2 Most successful strategy – random – experimented with friendship, ability gender – most successful is regularly changed random – perceived as fair - know it will be changed (life skill – talking to children they wouldn’t normally talk to – listening with respect regardless of perceived ability, race or class) Select using names on lolly sticks , randomiser computer programme. Snap card pairs etc At beginning of lesson sweep around room to check all children have a partner Imaginary magic spot Need to train children and establish ground rules Sit knee to knee Look at your partner when they are talking Look interested Let your partner express his or her views Say more than one or two words Be prepared to compromise Respect the views of other people Increase wait time – whiteboards to list things Train talk partners -Model how not to be a talking partner with your TA Have a set of rules for how to be a successful talk partner

    69. One useful classroom technique to implement to help with this – wait, pair, share Thinking time Talk partners – how is this decided (model how to be good talk partner) Share ideas One useful classroom technique to implement to help with this – wait, pair, share Thinking time Talk partners – how is this decided (model how to be good talk partner) Share ideas

    70. Children’s questions Encourage children to develop and discuss the worth of their own questions. Creating topic or test questions for others to answer Hot seating Annotate a simplified text with questions for the author Change the balance of teacher to pupil talk from 80 per cent teacher talk towards 20 per cent teacher talk. Change the balance of teacher to pupil talk from 80 per cent teacher talk towards 20 per cent teacher talk.

    71. Creating a supportive climate Gather responses ( “Does anyone agree, disagree, want to add more?”) Stall (“Hold that thought. Come back later if you have any different ideas.”) Differentiate

    72. The Beautiful Princess Modelling improvement with children in relation to success criteria Learning Objective: To create an effective fairy tale opening… Remember to include; The setting – where and when A character Good description Typical fairytale ingredients

    73. One day there was a carsle with a beautiful princess lived there. The carsle had silver emeralds round it and the ground had gold sand around it. It looked louvly.

    74. Discuss how much AFL you are already doing. Where do you need to go now and what are you doing when you get back.Discuss how much AFL you are already doing. Where do you need to go now and what are you doing when you get back.

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