Achieving the possible..using the Foundation Strand Strategy to get pupils to really think. How do...

Achieving the possible..using the Achieving the possible..using the Foundation Strand Strategy to get Foundation Strand Strategy to get

pupils to really think.pupils to really think.

How do we go about “creating”How do we go about “creating”

principles for teaching thinking?principles for teaching thinking?

Phil Smith Foundation Strand Phil Smith Foundation Strand Consultant Bury LEAConsultant Bury LEA

In the next 50 minutes we willIn the next 50 minutes we will

How can I develop How can I develop the skills of the skills of independent independent

thinking in my thinking in my pupils?pupils?

What are the What are the principles principles

for teaching for teaching thinking?thinking?

Isn’t this a bit new?Isn’t this a bit new?

““The school curriculum should….promote an enquiring mind and capacity to think rationally.”The school curriculum should….promote an enquiring mind and capacity to think rationally.”

“ “The key skill of problem solving involves pupils developing skills and strategies that will help them to solve The key skill of problem solving involves pupils developing skills and strategies that will help them to solve the problems they face in learning and in life.”the problems they face in learning and in life.”

““By using thinking skills pupils can focus on “knowing how” as well as “knowing what”-learning how to learn….”By using thinking skills pupils can focus on “knowing how” as well as “knowing what”-learning how to learn….”

No not really…the National Curriculum has been referring to this issue for a while.

But there is also lots of But there is also lots of reference to it within reference to it within

your own subject!your own subject!

How do their brains work and stating of How do their brains work and stating of objectivesobjectives

Three brains for the Three brains for the price of one!price of one!

1. 1. The reptilian brain The reptilian brain (brain stem) deals with the (brain stem) deals with the

5 F’s5 F’s

(i) Fight(i) Fight

(ii) Flight(ii) Flight

(iii) Flock(iii) Flock

(iv) Freeze(iv) Freeze

(v) Sex(v) Sex

Think of the intelligence of a Think of the intelligence of a newt..stay alive and try to have newt..stay alive and try to have

sex….or an undergraduate!sex….or an undergraduate!

How do their brains work?How do their brains work?


2. 2. The limbic system The limbic system (emotional brain) deals (emotional brain) deals

with emotionswith emotions

(i) Long-term memories(i) Long-term memories

(ii) Experiences emotions(ii) Experiences emotions



3. The neocortex (Thinking 3. The neocortex (Thinking Cap) deals withCap) deals with

(i) Speech(i) Speech

(ii) Processing new information(ii) Processing new information

(iii) Abstract thought and (iii) Abstract thought and reasoningreasoning


Why is this important?Why is this important?•Unless the emotional brain registers what the neocortex Unless the emotional brain registers what the neocortex learns then it is not really believed….so when kids can’t cope learns then it is not really believed….so when kids can’t cope with what’s going on in the classroom they go “reptilian.”with what’s going on in the classroom they go “reptilian.”

•Brain starts to think of ways of avoiding or confronting the Brain starts to think of ways of avoiding or confronting the situationsituation

All learning has an emotional baseAll learning has an emotional base

PlatoPlato

If you put the emphasis If you put the emphasis solely on solely on winningwinning people will first try to cheat. people will first try to cheat. And secondly, they will try to win And secondly, they will try to win with the with the minimum of effortminimum of effort because because that shows that they are even better.”that shows that they are even better.”

Professor Cary Cooper…clearly seen those lads at the Professor Cary Cooper…clearly seen those lads at the back of your classroom!back of your classroom!

How do you set your tasks?How do you set your tasks?

What does David Beckham have in What does David Beckham have in common with Albert Einstein?common with Albert Einstein?

EinsteinEinstein BeckhamBeckham

Answer…Answer…

He is just as intelligent!He is just as intelligent!

Flaws when we come to teach Flaws when we come to teach pupils…pupils…

Their intelligence is fixed…. Tends to put Their intelligence is fixed…. Tends to put C.A.T. scores in their place!C.A.T. scores in their place!

Their intelligence is a single factor, Their intelligence is a single factor, something they either have or don’t have something they either have or don’t have to varying degreesto varying degrees

Foundation Strand materials Foundation Strand materials counter this by….counter this by….

Helping teachers to teach memory Helping teachers to teach memory strategies to some of the most strategies to some of the most intellectually challenged students…intellectually challenged students…through helping pupils think about their through helping pupils think about their thinking.thinking.


(i) Information-processing skills(i) Information-processing skills

(pupils locate and collect (pupils locate and collect relevant informationrelevant information, , to sort, classify, sequenceto sort, classify, sequence, compare and contrast, and to , compare and contrast, and to analyse part/whole relationshipsanalyse part/whole relationships))

(ii) Reasoning skills(ii) Reasoning skills

(pupils (pupils give reasonsgive reasons for opinions and actions, to for opinions and actions, to draw inferencesdraw inferences and make deductions, to use and make deductions, to use precise languageprecise language to explain what they think, and to to explain what they think, and to make judgements and decisions informed by reasons or evidencemake judgements and decisions informed by reasons or evidence))

No not really…the National Curriculum has been referring to this issue for a while. Warning…BEFORE we look at these FIVE areas have YOUR subject at the forefront of your mind.


(iii)(iii) Enquiry skillsEnquiry skills (pupils will (pupils will ask relevant questionsask relevant questions, to , to pose and define problems, to plan what to do and how to research, to pose and define problems, to plan what to do and how to research, to predict outcomespredict outcomes and anticipate consequences, and and anticipate consequences, and to test conclusions and improve ideas).to test conclusions and improve ideas).

(iv)(iv) Create thinkingCreate thinking (pupils can (pupils can generate and extend ideasgenerate and extend ideas, suggest , suggest hypotheses, to apply imagination, and to look for alternative hypotheses, to apply imagination, and to look for alternative outcomesoutcomes).).

(v)(v) Evaluation skillsEvaluation skills (pupils (pupils evaluate information, judge whether the value of what they read, hear and do, to develop criteria for evaluate information, judge whether the value of what they read, hear and do, to develop criteria for judging the value of their own and others’ work or ideas, and to have confidence in their judgements).judging the value of their own and others’ work or ideas, and to have confidence in their judgements).

No not really…the National Curriculum has been referring to this issue for a while. Warning…BEFORE we look at these FIVE areas have YOUR subject at the forefront of your mind.

Edward de Bono’s six hats ideasEdward de Bono’s six hats ideas

Fact-gathering Fact-gathering (white)(white)

Gut reactions and Gut reactions and feelings (red)feelings (red)

Negative Negative points (black)points (black)

Positive points Positive points (yellow)(yellow)

Creativity and new Creativity and new ideas (green)ideas (green) Organising the Organising the

thinking (blue)thinking (blue)

TES 15TES 15thth November 2002 November 2002

“Pupils colour their thoughts”

A school in Surrey used this idea to develop their pastoral system.

““It is difficult to say this is the reason why standards have It is difficult to say this is the reason why standards have gone up: it is part of the whole raising standards gone up: it is part of the whole raising standards

package. But it just sits so well with the key stage 3 package. But it just sits so well with the key stage 3 strategy, is easy to use, useful, and you get feedback strategy, is easy to use, useful, and you get feedback straight away.” Robin Pellatt (Assistant head teacher)straight away.” Robin Pellatt (Assistant head teacher)


These strategies were used to discussThese strategies were used to discuss

(a)(a) Whether parents should be allowed to sit in on Whether parents should be allowed to sit in on lessonslessons

(b)(b) To develop thinking about science To develop thinking about science work/experimentswork/experiments

(c)(c) To handle “discuss” style questions in examsTo handle “discuss” style questions in exams(d)(d) Some Year 11s took in 6 coloured pencils to Some Year 11s took in 6 coloured pencils to

remind them of the process and help them remind them of the process and help them apply it.apply it.


Outstanding performance. Outstanding performance. What might it look like in your subject?What might it look like in your subject?

Be subject sensitive and rigorousBe subject sensitive and rigorous.

For example

(i) What will a Year 9 pupil produce in their

History History lesson that is outstanding in terms of evidential understanding?

(ii) What will a Year 9 pupil produce in their MusicMusic lesson that is outstanding in terms of listening and

applying their knowledge and understanding?

(iii) What will a Year 9 pupil produce in their

GeographyGeography lesson that is outstanding in terms of completing an enquiry on “Tourism-good

or bad?”


SubjectSubject Areas for pupil development over their three Areas for pupil development over their three year Key Stage 3 courseyear Key Stage 3 course

1. Art and 1. Art and DesignDesign

Exploring and Exploring and developing developing ideasideas

Investigating Investigating and making and making art, craft and art, craft and designdesign

Evaluating Evaluating and and developing developing workwork

Knowledge and Knowledge and understandingunderstanding

2. Design 2. Design and and TechnologyTechnology

Understanding Understanding materialsmaterials

DesigningDesigning Using ICTUsing ICT Using controlUsing control Making Making and and producing producing in quantityin quantity

3. PE3. PE Acquiring and Acquiring and developing developing skillsskills

Selecting and Selecting and applying applying skills, tactics skills, tactics and and compositional compositional ideasideas

Evaluating Evaluating and and improving improving performanceperformance

Knowledge and Knowledge and understanding understanding of fitness and of fitness and healthhealth

Outstanding performance. Outstanding performance. What might it look like in your subject?What might it look like in your subject?SubjectSubject Areas for pupil development over their Areas for pupil development over their

three year Key Stage 3 coursethree year Key Stage 3 course

4. History4. History Chronological Chronological understandingunderstanding

Knowledge and Knowledge and understanding understanding of of events/people/events/people/and changes in and changes in the pastthe past

Historical Historical interpretationinterpretation

Historical Historical enquiryenquiry

Organisation Organisation and and communicationcommunication

5. Religious 5. Religious EducationEducation

Learning about Learning about religion religion (beliefs/practic(beliefs/practices and forms of es and forms of religious religious expression)expression)

Learning from Learning from religion religion (responding, (responding, evaluating, evaluating, applying own applying own experiences, experiences, sense of sense of meaning and meaning and purpose, purpose, values, values, commitments)commitments)

InvestigationInvestigationInterpretationInterpretationReflectionReflectionEmpathyEmpathyEvaluationEvaluationAnalysisAnalysisSynthesisSynthesisApplicationApplicationExpressionExpression


SubjectSubject Areas for pupil development over their three Areas for pupil development over their three year Key Stage 3 courseyear Key Stage 3 course

6. Geography6. Geography VocabularyVocabulary Knowledge of Knowledge of placesplacesPatterns and Patterns and processesprocesses

Geographical Geographical thinkingthinking

Geographical Geographical explanationexplanation

InvestigationInvestigation

Map skillsMap skills

FieldworkFieldwork

7. Modern 7. Modern Foreign Foreign LanguagesLanguages

Grammatical Grammatical progressionprogression

(i)(i) Nouns and Nouns and pronounspronouns

(ii)(ii) Adjectives Adjectives and verbsand verbs

(iii)(iii) Structural Structural featuresfeatures

(iv)(iv) Other Other featuresfeatures

Skills progressionSkills progression

(i)(i) Application Application of of knowledgeknowledge

(ii)(ii) Study skills Study skills and and learning learning strategiesstrategies

(iii)(iii) Dictionary Dictionary useuse


SubjectSubject Areas for pupil development over their Areas for pupil development over their three year Key Stage 3 coursethree year Key Stage 3 course

8.8. MusicMusic Controlling Controlling soundssounds

Creating and Creating and developingdeveloping

Responding and Responding and reviewingreviewing

Listening and Listening and applying applying knowledge knowledge and and understandingunderstanding


Information-processing skillsInformation-processing skills

• Collecting relevant information?Collecting relevant information?

• Sort, classify and sequence?Sort, classify and sequence?

• Analyse part/whole relationships?Analyse part/whole relationships?

Reasoning skillsReasoning skills • Give reasons for opinions and Give reasons for opinions and actions?actions?• To draw inferences and make To draw inferences and make deductions? deductions? • To use precise language to To use precise language to explain what they think?explain what they think?• To make judgements and To make judgements and decisions informed by reasons decisions informed by reasons or evidence?or evidence?

Enquiry skillsEnquiry skills Ask relevant questions?Ask relevant questions?

To pose and define problems? To pose and define problems?

To plan what to do and how to research? To plan what to do and how to research?

To predict outcomes and anticipate consequences?To predict outcomes and anticipate consequences?

To test conclusions and improve ideas?To test conclusions and improve ideas?

Create thinking Create thinking Generate and extend ideas?Generate and extend ideas?

Suggest hypotheses?Suggest hypotheses?

To apply imagination?To apply imagination?

To look for alternative outcomes?To look for alternative outcomes?

Evaluation skillsEvaluation skills Evaluate information?Evaluate information?

Judge whether the value Judge whether the value of what they read, hear of what they read, hear and do?and do?

To develop criteria for To develop criteria for judging the value of their judging the value of their own and others’ work or own and others’ work or ideas?ideas?

To have confidence in To have confidence in their judgements?their judgements?

What is outstanding performance?What is outstanding performance?Some Some “generic”“generic” responses responses Seeing patterns in dataSeeing patterns in data Making links with other topics or areas*Making links with other topics or areas* Thinking laterallyThinking laterally Being creativeBeing creative GeneralisingGeneralising Solving problemsSolving problems Checking and refining solutionsChecking and refining solutions Seeing different viewpointsSeeing different viewpoints Using existing knowledgeUsing existing knowledge Knowing a lotKnowing a lot Having a good memoryHaving a good memory Fast processing of informationFast processing of information Working with othersWorking with others

The crucial planning stageThe crucial planning stageKey Stage 3 and cumulative resonance

““We are what we repeatedly do. We are what we repeatedly do. Excellence, then, is not an act but a Excellence, then, is not an act but a

habit.”habit.”

or in other words having cumulative resonance at or in other words having cumulative resonance at Key Stage 3!Key Stage 3!

Aristotle on teaching and learning at Key Stage 3

Where to start?

Creating the BIG picture for developing pupils thinking

1. Planning for 1. Planning for knowledge resonanceknowledge resonance and and knowledge knowledge buildingbuilding

E.g E.g How will we use the series of RERE lessons which focus on “Where do we look for God?” to make the following series of lessons “What does justice mean to Christians?” more accessible, more enjoyable and more rigorous?

E.g.E.g. How will the series of GeographyGeography lessons which focus on “Where is our place and what is it like?” make the following series of lessons “How is our place connected to other places?” more accessible, more enjoyable and more challenging?

E.g.E.g. How will the series of Art and DesignArt and Design lessons which focus on “Objects and viewpoints” make the following series of lessons “Animating art” more accessible, more enjoyable and more challenging?

Where to start?

Creating the BIG picture for developing pupils thinking

2. Create challenging 2. Create challenging benchmarksbenchmarks

e.g. By the end of Year 7 all HistoryHistory pupils will be able to explain how “Parliament” is different from “Government” using specific examples

•e.g. By the end of Year 8 all GeographyGeography pupils will be able to use the organising words-”Political”, “Social”, “Economic”, “Religious”, “Cultural”, “Demographic”, “Technological”-with ease

Understanding some of the Understanding some of the generic generic principlesprinciples of teaching thinking..how of teaching thinking..how did go about solving this problem?did go about solving this problem?

1.1. Adults are holding children, waiting their turn. Adults are holding children, waiting their turn. The children are handed (one at a time, The children are handed (one at a time, usually) to a man, who holds them while a usually) to a man, who holds them while a woman shoots them. If the child is crying, the woman shoots them. If the child is crying, the man tries to stop the crying before the child is man tries to stop the crying before the child is shot. What’s really going on?shot. What’s really going on?

2.2. A cabin, locked from the inside, is perched on A cabin, locked from the inside, is perched on the side of a mountain. It is forced open, and the side of a mountain. It is forced open, and thirty people are found dead inside. They had thirty people are found dead inside. They had plenty of food and water.plenty of food and water.

Understanding some of the Understanding some of the generic generic principlesprinciples of teaching thinking of teaching thinking

3.3. A dead man lies near a pile of bricks and A dead man lies near a pile of bricks and a beetle on top of a book.a beetle on top of a book.

4. A man marries twenty women in his 4. A man marries twenty women in his village but isn’t charged with polygamy.village but isn’t charged with polygamy.

Using starters to raise the level of thinkingUsing starters to raise the level of thinking

5Ws5Ws

Who?Who?

What?What?

When? When?

Where?Where?

Why?Why?


Design a mammalDesign a mammal


Design a mammal Handout 11.1Design a mammal Handout 11.1

CharacteristicsCharacteristics CharacteristicsCharacteristics

1. Can swim1. Can swim 2. White fur2. White fur

3. Thick fur3. Thick fur 4. Can hibernate4. Can hibernate

5. Can eat huge amounts at 5. Can eat huge amounts at one timeone time

6. Digging claws6. Digging claws

7. Looks beautiful7. Looks beautiful 8. Can close nostrils8. Can close nostrils

9. Sharp incisors9. Sharp incisors 10. Can hold breath for 30 10. Can hold breath for 30 minutesminutes

11. Good swimmer11. Good swimmer 12. Stripes12. Stripes

13. Good sense of smell13. Good sense of smell 14. Migratory14. Migratory

15. Eyes that look forward15. Eyes that look forward 16. Fast runner16. Fast runner

17. Lives in large groups17. Lives in large groups 18. Wary of humans18. Wary of humans

19. Good eyesight19. Good eyesight 20. Can swerve on the run20. Can swerve on the run

21. Prehensile tail21. Prehensile tail 22. Long legs22. Long legs

23. Can eat fruit and leaves23. Can eat fruit and leaves 24. Can get fat24. Can get fat


What came into your minds when What came into your minds when starting this task?starting this task?

How did your group operate?How did your group operate?

What stages did your individual and What stages did your individual and collective thinking go through?collective thinking go through?

The “Design a mammal” and The “Design a mammal” and thinking skillsthinking skills

One model of memory describes the difference between immediate, short and long-One model of memory describes the difference between immediate, short and long-term memory.term memory.

The sheep metaphor….The sheep metaphor….

(i) You round up the sheep-(capturing them in your (i) You round up the sheep-(capturing them in your immediate memoryimmediate memory). Information ). Information enters and exits at high speed.enters and exits at high speed.

Since these can enter and exit at high speed, that’s why the activity comes with the instructions written down so that the brain cannot hang on to all that information


By reading some of the cards you start to chase By reading some of the cards you start to chase these details into your these details into your short-term memoryshort-term memory. But the . But the gates of the pen open and close and memories can gates of the pen open and close and memories can be lost since the gates are insecurebe lost since the gates are insecure


The The short-term memoryshort-term memory does have a limited capacity does have a limited capacity before things start to escape from it! That’s why most before things start to escape from it! That’s why most people can only think of a certain number of cards at any people can only think of a certain number of cards at any one time. Many low attaining pupils will not be able to link one time. Many low attaining pupils will not be able to link many pieces of information together in the short-term many pieces of information together in the short-term memory.memory.


(i) Everyone will have used knowledge in their (i) Everyone will have used knowledge in their long-long-term memoryterm memory to do the task-knowledge of the to do the task-knowledge of the Arctic and its animals, including episodic visual Arctic and its animals, including episodic visual flashes from films, TV programmes and perhaps flashes from films, TV programmes and perhaps personal experience.personal experience.

Can we improve our pupils ability to Can we improve our pupils ability to think?think?

Cognitive ability is related to three major Cognitive ability is related to three major factorsfactors

1.1. Genetic make-upGenetic make-up

2.2. Time/maturityTime/maturity

3.3. Environment*Environment*

High

Low

High Low

Challenge

Stress

Creating the right kind of Creating the right kind of classroomclassroom

The land of The land of the NQTthe NQT

The place The place we all want we all want the kids to the kids to be!be!

Driving/Driving/

OFSTEDOFSTED

The land of The land of the word the word searchsearch

The Design Mammal activity The Design Mammal activity achieves this High Challenge Low achieves this High Challenge Low

Stress zone becauseStress zone because

Pupils have to Pupils have to justifyjustify their choice of features in the light their choice of features in the light of information about the environmentof information about the environment

Thinking about whether the six features Thinking about whether the six features actually fit actually fit togethertogether to make a sensible animal to make a sensible animal

Being Being challenged with questionschallenged with questions such as “How would such as “How would your animal actually catch its prey?” or “How would it your animal actually catch its prey?” or “How would it survive 3 or 4 months of permanent dark winter?”survive 3 or 4 months of permanent dark winter?”

Presenting information about adaptations of its prey to Presenting information about adaptations of its prey to avoid predationavoid predation

Hearing other people’s reasoningHearing other people’s reasoning Being asked “Would the animal survive in a desert?”Being asked “Would the animal survive in a desert?”

The Design Mammal activity The Design Mammal activity achieves this High Challenge Low achieves this High Challenge Low

Stress zone becauseStress zone because Just a “fun” activity?..Just a “fun” activity?.. or one which forms part of or one which forms part of

a bigger picture of learning in which these skills a bigger picture of learning in which these skills are revisited, warmed up and developed in are revisited, warmed up and developed in different settings in future lessons over weeks, different settings in future lessons over weeks, months and years?months and years?

Good thinking is shared through talkGood thinking is shared through talk (Vygotsky (Vygotsky and his and his zone of proximal development…zone of proximal development…translated as two heads are better than one!)as two heads are better than one!)

Metacognition..Metacognition..thinking about thinking…thinking about thinking…getting getting pupils to regularly step back from the task and pupils to regularly step back from the task and review progress and strategies they are usingreview progress and strategies they are using

Points for discussion of handout Points for discussion of handout 11.211.2

What do you feel are the key points outlined?What do you feel are the key points outlined?

What type of thinking is common in your What type of thinking is common in your subject?subject?

What implications are there for your own What implications are there for your own practice?practice?

Time for a coffee breakTime for a coffee break

So what can we do to get them So what can we do to get them thinking together rather than just thinking together rather than just

chatting?chatting?

What are the common pitfalls?What are the common pitfalls? Planning frequently focuses on what teachers will teach and not on what pupils Planning frequently focuses on what teachers will teach and not on what pupils

will learn?will learn?

Pupil progress is characterised by gains in knowledge rather than deeper Pupil progress is characterised by gains in knowledge rather than deeper understanding or extension of skillsunderstanding or extension of skills

Too often the context for extended writing is narrative or descriptionToo often the context for extended writing is narrative or description

There are few opportunities for pupils to analyse or interpret, compare and There are few opportunities for pupils to analyse or interpret, compare and contrast, or to develop their own ideascontrast, or to develop their own ideas

ObjectivesObjectives

To consider talk as a tool for thinking and learningTo consider talk as a tool for thinking and learning

To evaluate and understand ways that pupils talk To evaluate and understand ways that pupils talk together in joint activitiestogether in joint activities

To consider how pupils can be helped to talk and To consider how pupils can be helped to talk and reason together most effectivelyreason together most effectively

Famous adults who could have Famous adults who could have done with the “Thinking together” done with the “Thinking together”

module from the Foundation module from the Foundation StrandStrand

The EvidenceThe Evidence

Question:Question: If you could live forever, would you and why?

Answer:Answer: “I would not live forever, because we should not live forever, because, if we were supposed to live forever, then we would live forever, which is why I would not live forever”

Miss Alabama in the 1994 Miss USA Contest

Famous adults who could have Famous adults who could have done with the “Thinking done with the “Thinking

together” module from the together” module from the Foundation StrandFoundation Strand

The Evidence..Part TwoThe Evidence..Part Two

“Smoking kills. If you’re killed you’ve lost a very important part of your life.”

Brooke Shields, during an interview to become spokesperson for a federal antismoking campaign

Famous adults who could have Famous adults who could have done with the “Thinking done with the “Thinking

together” module from the together” module from the Foundation StrandFoundation Strand

The Evidence..Part Three and fourThe Evidence..Part Three and four

“Outside of the killings, Washington has one of the lowest crime rates in the country.”

Mayor Marion Barry, Washington DC

“It isn’t pollution that’s harming the environment. It’s the impurities in our air and water that are doing it.”

Former US Vice President Dan Quayle

Using talk to get pupils Using talk to get pupils thinking?thinking?

Everybody’s talking at meI don’t hear a word they’re saying

Only the echoes of my mindPeople stopping, staring

I can’t see their facesOnly the shadows of their eyes

What’s all this talk about What’s all this talk about talking?talking?

•What’s the point of talk?What’s the point of talk?

•Is it any good?Is it any good?

•Is it making any Is it making any difference?difference?

The expectations are certainly highThe expectations are certainly high

Expectations for Year 7-9 when it comes to speaking and Expectations for Year 7-9 when it comes to speaking and listeninglistening

Year 7Year 7 Use talk as a way of Use talk as a way of clarifying ideasclarifying ideas

Listen for and recall the Listen for and recall the main points of a talkmain points of a talk

Identify and report the Identify and report the main points emerging from a main points emerging from a discussiondiscussion



Then in Year 8Then in Year 8 Reflect on their ability as a Reflect on their ability as a speaker and identify areas for speaker and identify areas for improvementimprovement

Listen for a specific purposeListen for a specific purpose

Use talk to question Use talk to question hypothesise, speculate, evaluate, hypothesise, speculate, evaluate, solve problems and develop solve problems and develop thinking about complex thinking about complex issues and ideasissues and ideas



Then in Year 9Then in Year 9 Use standard English to explain, Use standard English to explain, explore or justify an ideaexplore or justify an idea

Identify the underlying themes, Identify the underlying themes, implications and issues raised by implications and issues raised by talk, readingtalk, reading

Discuss and evaluate conflicting Discuss and evaluate conflicting evidence to arrive at a considered evidence to arrive at a considered viewpointviewpoint

But what can the Foundation Subjects But what can the Foundation Subjects add to this?add to this?

Let’s be brutally honest….

A. Unfocussed discussion can be mind-numbingly dull especially for the more able pupil.

B. Weakly structured “empathetic” work can do more harm than good

C. Can easily lead to more confusion

But what can the Foundation But what can the Foundation Subjects add to this?Subjects add to this?

A pupil’s perception of speaking and listening in schoolA pupil’s perception of speaking and listening in school

“Talking things through helps us to understand. If you only say things in your head it does not help-you have to get them out.”

““Sloppy… chatter might be Sloppy… chatter might be worse than none”worse than none”

Christine CounsellChristine Counsell

What kind of talk do we want?What kind of talk do we want?

When you ask pupils to work and talk together, When you ask pupils to work and talk together, what sort of talk do you wish to take place?what sort of talk do you wish to take place?

If you had to compile a list of up to five rules that If you had to compile a list of up to five rules that pupils should follow in order to talk together pupils should follow in order to talk together effectively, what would your rules be?effectively, what would your rules be?

Exploratory talkExploratory talk

In exploratory talk:In exploratory talk:

pupils and teachers pupils and teachers engage criticallyengage critically but constructively but constructively with each other’s ideas;with each other’s ideas;

contributions contributions build on previous commentsbuild on previous comments;;

relevantrelevant information is offered for joint consideration; information is offered for joint consideration;

there is there is speculationspeculation;;

pupils pupils give reasonsgive reasons for their views and seek them from for their views and seek them from others;others;

‘‘It is an effective way of using language to think …the process of It is an effective way of using language to think …the process of education should ensure that every child is aware of its value education should ensure that every child is aware of its value and be able to use it effectively …and be able to use it effectively …

However, observational research evidence suggests that very However, observational research evidence suggests that very little of it naturally occurs in classrooms when children work little of it naturally occurs in classrooms when children work together in groups.’together in groups.’

Mercer, N. (2000)Mercer, N. (2000)

reasoning is visible in the talk.reasoning is visible in the talk.

Exploratory talkExploratory talk

Ground rules for talkGround rules for talkEveryone should:Everyone should:

be actively encouraged to contribute;be actively encouraged to contribute;

offer opinions and ideas;offer opinions and ideas;

provide reasons for their opinions and ideas;provide reasons for their opinions and ideas;

share all relevant information;share all relevant information;

feel free to disagree if they have a good reason;feel free to disagree if they have a good reason;

ask other people for information and reasons;ask other people for information and reasons;

treat other people’s ideas with respect;treat other people’s ideas with respect;

try to come to an agreement; try to come to an agreement;

and …and …

change their minds if they are persuaded by good reasoning.change their minds if they are persuaded by good reasoning.

Transcript 1: Writing a jingleTranscript 1: Writing a jingle

In a Year 7 music lesson, Luc and Christina are composing a ‘jingle’ In a Year 7 music lesson, Luc and Christina are composing a ‘jingle’ on the keyboard for an advertisement and writing it using musical on the keyboard for an advertisement and writing it using musical notation.notation.

Luc is writing down the music as Christina plays it.Luc is writing down the music as Christina plays it.

Christina: Christina: Just write in the next note.Just write in the next note.

Luc: Luc: You’ve got to get it on therYou’ve got to get it on there. (Points to e. (Points to keyboard) keyboard) Yes that’s you. Let’s just have Yes that’s you. Let’s just have

a listen to it.a listen to it.

Christina: Christina: You’ve got to let me get some ideas in You’ve got to let me get some ideas in sometimes.sometimes.

Luc: Luc: You’re playing it!You’re playing it!

Christina: Christina: Well you can do some, go on.Well you can do some, go on.

Luc: Luc: (Writing) (Writing) In a minute.In a minute.

Christina: Christina: (Mumbles something under her breath)(Mumbles something under her breath)

Luc: Luc: You’re playing. You’re playing. (Hums a bit of tune)(Hums a bit of tune)

Christina: Christina: You can play that.You can play that.

Luc: Luc: Why don’t you do it?Why don’t you do it?

Christina: Christina: No, because you should.No, because you should.

Transcript 1: Writing a jingleTranscript 1: Writing a jingle

Pre-course task using collected Pre-course task using collected commentscomments

So what did the pupils use talk for in So what did the pupils use talk for in class?class?

What is the potential educational value of What is the potential educational value of talk amongst pupils?talk amongst pupils?

What difficulties are there in ensuring that What difficulties are there in ensuring that their task is useful?their task is useful?

Developing pupils speaking Developing pupils speaking and listening Year 9 and listening Year 9

exampleexamplePupil 1:Pupil 1: But if Hitler had still been in prison in 1929, the Germans would have had to have trusted their other politicians…

Pupil 2:Pupil 2: Yes, but he wasn’t. They couldn’t trust politicians who had been in power when their businesses went bust. They had to hold somebody to account, so they turned to Hitler's strong ideas.

Pupil 3:Pupil 3: So you’re saying that they wanted somebody who they knew Jews?

Pupil 2:Pupil 2: I don't know. I hope not, but the more important thing seems to me that Hitler had ideas for giving people their jobs back. Wouldn’t you have voted for him if you were broke? At least he knew what he wanted.

Lessons learnt from the Key Stage Lessons learnt from the Key Stage 3 pilot3 pilot

Strategies for helping pupils develop Strategies for helping pupils develop subject specific concepts as well as subject specific concepts as well as their own concepts and principlestheir own concepts and principles

(i)(i) Sorting/classification activities Sorting/classification activities

(Why did Wilf Smith join the Durham Light (Why did Wilf Smith join the Durham Light Infantry?...HistoryInfantry?...History

Est-ce que Paul doit commencer a fumer?...MFLEst-ce que Paul doit commencer a fumer?...MFL Why is Simon going to Jerusalem? ….REWhy is Simon going to Jerusalem? ….RE Why is Dai Williams involved in the building of a new Why is Dai Williams involved in the building of a new

Japanese restaurant in Bridgend?....Geography)Japanese restaurant in Bridgend?....Geography)


Strategies for helping pupils develop subject specific Strategies for helping pupils develop subject specific concepts as well as their own concepts and principlesconcepts as well as their own concepts and principles

(ii) (ii) Odd one outOdd one out Useful as a starter/full lesson to be developed later in the Useful as a starter/full lesson to be developed later in the

lessonlesson Has worked very well in Design and Technology, art, music, Has worked very well in Design and Technology, art, music,

RE and PE. More recent work has been done in MFL.RE and PE. More recent work has been done in MFL.(See Handout 11.1 for further details (See Handout 11.1 for further details and FS video exampleand FS video example



(iii)(iii)Maps from memoryMaps from memory Food technology and flattened individual cereal boxFood technology and flattened individual cereal box All sorts of data maps e.g. a map of Rome All sorts of data maps e.g. a map of Rome

demonstrationdemonstration See RE and Geography examplesSee RE and Geography examples

Maps from memoryMaps from memory

Each pupil comes up twice so that each group Each pupil comes up twice so that each group has eight visitshas eight visits

The group are asked to plan their strategy and The group are asked to plan their strategy and write it downwrite it down

Pupils look at the map for 10 seconds without Pupils look at the map for 10 seconds without pen or paperpen or paper

After four visits the group are given the chance After four visits the group are given the chance to review and adjust their overall strategyto review and adjust their overall strategy

After eight visits the class reflect on their After eight visits the class reflect on their strategiesstrategies

Maps from memoryMaps from memory The teacher collates pupils’ strategies on the board but The teacher collates pupils’ strategies on the board but

also does 3 important things:also does 3 important things:

1.1. Suggests Suggests there is a pattern-there is a pattern-to get the main outline of to get the main outline of the map, divide it into sections and then focus on the the map, divide it into sections and then focus on the detaildetail

2.2. Suggests that Suggests that this pattern is important in other this pattern is important in other contextscontexts, for example in writing, for example in writing

3.3. Finally asking the class are asked to Finally asking the class are asked to apply this new apply this new knowledgeknowledge to another area, for example completing a to another area, for example completing a sheet on how you get to know a map of a new area sheet on how you get to know a map of a new area and what skills you need to pack when going on and what skills you need to pack when going on holidayholiday


Strategies for helping pupils develop subject Strategies for helping pupils develop subject specific concepts as well as their own concepts specific concepts as well as their own concepts and principlesand principles

(iv)(iv)Reading photographs and pictures, Reading photographs and pictures, 5Ws5Ws

See Inference ChartsSee Inference Charts Telling/Suggesting word boxesTelling/Suggesting word boxes

Telling and suggestingTelling and suggesting The church dedicated to St. The church dedicated to St.

Grwst was built in the early 1400: Grwst was built in the early 1400: next to the church is the Gwydyr next to the church is the Gwydyr chapel, built in 1663 as a burial chapel, built in 1663 as a burial place for the Wynne family of place for the Wynne family of Gwydyr castle.Gwydyr castle.

In the centre of the chapel lies In the centre of the chapel lies the stone coffin of Llewellyn (the the stone coffin of Llewellyn (the welsh prince) who died in 1240. welsh prince) who died in 1240. Llewellyn the great was originally Llewellyn the great was originally buried at Aberconwy abbey and buried at Aberconwy abbey and then removed to Meanan abbey then removed to Meanan abbey until the time of the dissolution until the time of the dissolution of the monasteries when the of the monasteries when the coffin was brought to the old coffin was brought to the old parish church of Llanrwst.parish church of Llanrwst.

The tower was built around 1800.The tower was built around 1800.(Topographical dictionary of Wales (Topographical dictionary of Wales

1844)1844)

This tells us when the main part of the church was built

This suggests that the wealthy people of the valley took care of the coffin of the Welsh prince

This suggests that when Henry VIII had the monasteries dissolved in England, the same thing happened in Wales

This suggests that the Wynnes were a wealthy family

This tells us when the chapel was built

This tells us when the tower was built

Investigating the site and the Investigating the site and the photograph in Geography for photograph in Geography for

exampleexample

Investigating the site and the Investigating the site and the photograph in RE for examplephotograph in RE for example

Investigating Mozart’s Symphony Investigating Mozart’s Symphony No. 40 in Music for exampleNo. 40 in Music for example

I suggest that the mood this creates is …….because……

I can tell that this part of the piece is played with violins

I suggest that one of the feelings Mozart was trying to create

was…..



(v)(v) MysteriesMysteries…… The lost livestock of Loxley Coppice Farm The lost livestock of Loxley Coppice Farm Design and Technology “Why did the Tai Bridge collapse?”Design and Technology “Why did the Tai Bridge collapse?”


Spot the Dodgy Data ReportSpot the Dodgy Data Report

Numbers employed (000s) in UK farming 1988-1999Numbers employed (000s) in UK farming 1988-1999

19881988 19931993 19951995 19961996 19971997 19981998 19991999

672672 634634 626626 620620 616616 611611 615615

Now look at the two statements on your table. Which may have been produced by the National Farmers Union and which may have been produced by the

Ministry of Agriculture, fisheries and food? How did you work this out?

Could you write a better summary of these figures?

Ready for more?Ready for more?

Build group talk into your lesson plans.Build group talk into your lesson plans.

Raise pupils’ awareness of talk.Raise pupils’ awareness of talk.

With colleagues, plan a coordinated approach to talk.With colleagues, plan a coordinated approach to talk.

Use ICT as a resource for encouraging exploratory talk.Use ICT as a resource for encouraging exploratory talk.

Ready for more?Ready for more?

Build it in don’t Build it in don’t bolt it on!bolt it on!

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