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Talking to Learn

Talking to Learn. Encouraging students to use oracy to strengthen their understanding and progress in all of their subject areas. What are the benefits in using talking to support learning?.

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Talking to Learn

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  1. Talking to Learn Encouraging students to use oracy to strengthen their understanding and progress in all of their subject areas

  2. What are the benefits in using talking to support learning? The ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. (United Nations Educational, Scientific and Cultural Organization (UNESCO) definition of literacy) Grade descriptor (Outstanding) “ The teaching of reading, writing, communication and mathematics is highly effective. ” How would anyone know how well you are developing communication?

  3. How would anyone know how well you are developing communication? • Planning Is there evidence of questions being planned in advance by the teacher (Blooms Taxonomies)?What strategies for supporting communication are identified in planning? E.g. vocabulary lists, writing frames, recording facilities, phrases and connectives.Does planning show an awareness of skills needed for communication? • Lessons Is it evident that pupils are aware of the conventions of communication for different purposes? • Books/written work etc. Are students given the opportunity to discuss/ communicate their thoughts before putting pen to paperThe learning environment Are key words and vocabulary displayed clearly in the room? • Adults’ interactions with: • pupilsE.g.Is effective communication modelled? • parents and carersE.g.How are they supported and encouraged to communicate effectively with their children? For each of the above, can you think of two or three things that you already do that indicate you are encouraging, supporting and developing communication?

  4. OFSTED has a new focus on Literacy • The new inspection framework proposes to judge achievement through: • Are students fully engaged in the lesson? • Do teachers use a variety of methods to check students' understanding and adapt their teaching accordingly? • Are students given opportunities/time to comment/act on feedback given? • Is there evidence of formative oral feedback, between either the teacher and students, students themselves or other adults and students?

  5. What are our concerns (practical and new expectations)?

  6. Talk is the foundation of literacy, but it can be easily neglected.Developing strategies for improving the quality of teacher-pupil interaction through talk enhances literacy in every subject area.What do we already do?Sharing Best Practice…

  7. Engaging reluctant speakers • Articulate style subject specific key term game • Triptico http://www.triptico.co.uk/Time to create own resources (card cur card sized)

  8. Look at the following websites:www.chuckclose.org (warning, there is a nude lady on this one!)http://www.walkerart.org/calendar/2005/chuck-close-self-portraits-1967-2005(click on the video link in the picture slide for more info) http://en.wikipedia.org/wiki/Chuck_Close Complete the following opinion line using a cross • realistic…………………………abstract • detailed………………………..simplistic • patterned…………………………..plain • intense……………………………shy • massive……………………………..tiny • accurate……………..…………….inventive Now in your books, write a short describing paragraph, using the descriptive words above, that answers the following questions: Who is Chuck Close? What is his work about and how would you describe it? How does your work link to his?

  9. Avoiding distracted talk • Allow time for students to respond and develop an answer. • Bouncing responses – John what do you think of Mary’s idea? • Speaking frames - e.g. speaking roles to guide group discussion; • Specific roles within groups (time keeper, talk tracker, leader, ideas builder) • Using the frames provided, how could you apply them in your area? • How do you keep students focussed and participating?

  10. We use writing frames…. but not speaking frames…. • I opened the chest and I saw... • The first thing that caught my eye was... • Then I noticed how... • Looking more closely, I could see... • Lurking almost unnoticed in the corner, I spotted... • Most beautiful of all, I glimpsed...

  11. Develop questioning strategies

  12. Visual Stimuli What emotions are seen here?

  13. How can we use oracy to aid assessment? • Diagnostic questioning • Highlighting conventions of discussions with students first (success criteria); • Using Blooms Taxonomies to plan questions before hand.

  14. A supermarket chain is interested in buying the field of a local secondary school to build a large store on the site. Local residents and school users have been asked for their views on this proposal. Discuss in groups the advantages and disadvantages of this proposal. The following headings can be used to structure the discussion: • Advantages/Disadvantages for the school • Advantages/Disadvantages for the students • Advantages/Disadvantages for the residents • Conclusions The group must come to a unanimous decision about how to spend the grant and be able to explain why it would benefit students.

  15. Things to consider…success criteria • How are you going to keep on track? • How are you going to keep your group on track? • How can you show that you are listening to each other? • How can you respond and draw out participation from everyone in your group?

  16. Concerns Overcome? Please email us if you wish to share any further ideas or have any further questions that we could work together on in future.

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