“Literacy is, or ought to be, a shared responsibility -

John Hertich HMI “Literacy is, or ought to be, a shared responsibility - it is too important to leave to English teachers.”

Why focus on effective group talk? • Analysis of KS3 papers reveals the need to improve powers of expression. • Preparation for GCSE 2006 • Effective way to learn

Let them talk! By the end of the session : • Considered how group talk enhances learning. • Analysed features of effective group talk. • Discussed ways of organising group talk.

The Learning Pyramid Retention Lecture………………….5% Reading……………. ….10% Audio visual……….…..….20% Demonstration…………...…30% Discussion Group……….……50% Practice by doing…………….. 75% Teach others immediate use of learning..90% Thanks to Research Materials & Prof. Tim Brighouse, Keele University (Information based on research undertaken in Maine, USA)

Activity: What are the benefits of pupil group talk? • Challenges pupils understanding thus increasing memory. • Often communicate ideas more effectively with peers than teachers. • Informs the teacher of pupil level of understanding ie supports AfL. • Develops literacy skills which is a major obstacle to progress in science. • It raises emotional involvement – develops interest. • Adds variety to lessons. It models how science works ie supports ‘Ideas and Evidence.’ • Develops social skills. (VC – Reasons 1)

Activity: How would you know that group talk is successful? (VC-Pupils engaged in group talk 6,) • Pupils facing one another • Eye contact • Views are valued by others • Reasoning words used (why, what if, because) • Pupils clear about point of discussion

Group Talk Exploratory group talk is an effective way of using language to think…the process of education should ensure that every child is aware of its value and able to use it effectively… However, observational research evidence suggests that very little of it naturally occurs in classrooms when children work together in groups.’ From ‘Words and Minds: how we use language to think together’ Neil Mercer, 2000

Why is group talk uncommon in Science lessons? • Pressure to deliver curriculum. • Nothing written down. • Loss of control. • May have failed in the past.

Golden rules for group talk sessions • Teacher should take the time to introduce objectives/task thoroughly. • Pupils should be fully aware of the expected outcome. • Assign roles & responsibilities. • Seating arrangements and groups are planned in advance. • Time limit is given and kept short.

More Golden Rules • Tell the group how long they have for the task. • Teachers should answer most questions with leading questions. • Teacher sitting when supporting group talk. Don’t loom over the group as it will stifle conversation. • Pupils need to experience group talk regularly in order to learn the skills required.

Possible Group activities • Pair work – Friendship Pairs or Talk Partners • Listening Triads • Boomerang • Envoys • Jigsaw

Teacher question directed at pairs • Friendship pairs or Talk pairs followed by • Pairs to fours

Assign Roles & Responsibilities Listening Triad Talk Partner – discuss topic Listener/Observer – make notes to feed back on which aspects were effective Talk Partner – discuss topic

PMI– Plus, Minus, Interesting Chocolate should only be available on prescription. + Plus . . . . . - Minus . . . . . Interesting . . . . .

The Task – 12- 15 minutes 6 Minutes – Listening Triad 1. The talk partners discuss the topic & complete the PMI grid, including as many interesting points as possible. The observer does not join in but makes notes on the talk behaviours shown & what is effective 3 Minutes 2. Observer feeds back results 3 Minutes – Group of 3 3. All 3 discuss the effectiveness of the strategies – PMI & Listening Triads & their potential to enhance learning in Science

Topic: Global Warming 1 Jig Saws 2 3 4 Home Group 1 What happens in GW – Physical/climate changes 2 How do humans contribute? 3 What are the outcomes? 4 How can it be prevented?

Expert Groups 1 1 What happens in Global Warming – Physical/climate changes 1 1 1

Home Group 1 2 3 4 1 What happens in GW – Physical/climate changes 2 How do humans contribute? 3 What are the outcomes? 4 How can it be prevented?

Assign Roles & Responsibilities Spokesperson Scribe Boomerang or envoy

ACTIVITY • Discuss the benefits and drawbacks of the different group talk techniques. • Complete the table.

Classroom grouping - Choices How could you run a group activity for these issues? • Nuclear power stations can solve the energy crisis. • Considering the validity of evidence cards.

Evidence cards. Mobile phones cause health problems.

Setting up groups (VC -5 How to run group talk, Teacher’s expectations) • Group work spreadsheet

Talk as a preparation for writing. Teach key words and phrases explicitly & model their use. • Provide a useful phrase list: The experiment was set up in order to… It was evident that.... The prediction was tested by… When ….was added …..occurred The results indicate that…. ENCOURAGE THEM TO USE THIS LANGUAGE ORALLY FIRST

Speak & use the phrases yourself many times - require same of pupils Require them to practise speaking & writing words & phrases over and over again. Try the Plenary Placemats to get you started. PUPILS CAN ONLY WRITE IT WHEN THEY CAN EXPRESS IT ORALLY. Talk as a preparation for writing (continued)

Where to now? • Devise a group talk activity on one of next term’s topics using one of the techniques discussed. • Feed back and share in department and hone your skills.

Why teach Literacy as well as Science? Because look what happens if you don’t! Quotations from KS3 Science Tests: “Water is composed of two gins, oxygin and hydrogin. Oxygin is pure gin and hydrogin is gin and water.” “H20 is hot water & CO2 is cold water.” “Germinate: to become a German.” “Three kinds of blood vessels are arteries, veins and caterpillars.”

“Literacy is, or ought to be, a shared responsibility -