Speaking and Listening Toolkit

Explaining and Assessing Talk Skills

Key questions informing action research: How can we name and describe speaking and listening skills in a way that students can understand? How can we assess students talk skills and recognise progress? How can we encourage students to reflect on and evaluate their talk and set targets for improvement? Resources included: Speaking and listening strategies and prompts Talk skills checklist for self!peer!teacher assessment" based on #ear $ key %ramework ob&ectives 'ositive and negative roles in group work

Speaking and Listening Strategies and Prompts Asking questions Summing up information (an ) ask relevant *uestions that help to clarify ideas and move discussion on? (an ) draw together the threads of a discussion and sum up the main ideas to show )ve understood them? (an ) add my own ideas and opinions in a relevant and helpful way? (an ) listen to information and remember the main points and the details? (an ) take the time to process my thoughts and shape my ideas before sharing them with others? (an ) adapt how ) talk" and what ) talk about" to suit different situations" including formal ones? (an ) recognise and use the features of different types of talk" e+g+ e,plaining an idea" giving instructions" arguing a point of view? (an ) e,plore ideas by talking about them with others? (an ) use talk to speculate and hypothesise" e+g+ by asking what if (an ) think about how effective my speaking and listening skills are and know how to improve them? (an others hear and understand what ) am saying? -re my ideas clearly organised and se*uenced? (an ) present my ideas to others with confidence? (an ) use evidence and detail to support my ideas and opinions? (an ) help keep a discussion going? (an ) work effectively with others to e,plore ideas" solve problems and carry out different tasks? (an ) take on different roles in discussion and contribute to the group in different ways? (an ) e,periment with language and use it creatively in a variety of drama roles and situations?

uilding on !hat others say Listening !ith concentration Thinking a"out#planning !hat to say $arying language to suit the task and the audience Recognising different types of spoken texts %sing talk for thinking

Reflecting and e&aluating

Speaking clearly and confidently

Sustaining talk

'olla"orating Adopting different roles in a group %sing drama techniques

Speaking and listening skills: (ear )

Assessment rating: confident ) can do this not sure ) can always do this not good at this yet -ssessment. 0here use symbol evidence for and assessment S / self came from ' / peer T / teacher SPEAK*+, KE( - .E'T*$E: 1se talk to help me e,plore ideas and solve problems L*STE+*+, KE( - .E'T*$E: Listen carefully to identify key points and understand ideas ,R-%P /-RK KE( - .E'T*$E: 1se talk to help me discuss ideas in a group and make decisions

) can state my own ideas and opinions

) can listen to other peoples ideas and build on what they say

) can ask *uestions to check my understanding of whats been said

) can e,plain what ) mean clearly so that others understand me

) can listen with concentration to remember main points and details

) can reflect and evaluate to think about how well ) have met the key ob&ectives for speaking and listening ) can set targets for improving my speaking and listening skills and know how to meet them

P-S*T*$E A+0 +E,AT*$E R-LES *+ ,R-%P /-RK P-S*T*$E R-LES

*+*T*AT-R: 1%EST*-+ER: 2eeps the discussion going with new ideas+ -sks *uestions which help the group to think and e,plore+

E2PLA*+ER: 3epeats and e,plains ideas to the rest of the group+ -R,A+*SER: 'lans how the group will work+ E+'-%RA,ER: 3ELPER: 4ncourages others in the group by listening" giving positive feedback and supporting+ Helps the group by making sure that everyone is involved and by helping people to see each others point of view+

+E,AT*$E R-LES
%LL(: 4-A+ER: L-'KER: 0-4*+AT-R REAKA/A( 0REA4ER 5ullies others in the group by shouting or being sarcastic+ 6oes on and on about not liking the work" or about something unimportant" instead of getting on+ Stops the group from getting on by saying things like. Thats obvious" 0hats the point? or 0e know all that7 Takes over the group and does not allow others to speak or make decisions+ Talks with a friend rather than the whole group+ Takes no part and no interest in the discussion+

Speaking and Listening Toolkit

Acti&ities 5ocusing on Talk

Key questions informing action research: 0hat talk activities can we use with students to create a safe environment for talk? How can we engage and involve students in talk activities and raise the status of talk in the classroom? How can we effectively manage classroom talk? Resources included: (rosstalk group problem solving activity Thinking hats poster and e,planations (ounter activity and Speakers (orner 8iamond nine discussion cards and peer observers recording!feedback sheet 9ranked most to least important in diamond pattern: ;0s and a How *uestion cards to encourage students to formulate *uestions about processes" events" te,ts

6'rosstalk7 8 Pro"lem sol&ing Teacher +otes

Summary The idea behind this activity is to demonstrate the importance of everyones input in group discussion+ The groups have to share <= clues in order to solve a problem" however" they are not allowed to read each others clues+ (lues have to be spoken+ 9This usually warrants the response" Thats stupid7 -t this point" remind pupils to follow the rules and ask them to raise any *uestions at the end of the activity+ 5y the end of the activity" most pupils will have worked out the significance of this rule7:

)nstructions <+ =+ ?+ @+ Split the class into groups of > 4,plain the rules 6ive out = clues per person" laying them face down until the class are ready to start+ 3emind them that they must not show their clues to anyone else in their group+

9#ou could appoint an observer for each group to feedback the strategies used in attempting to solve the problem+: 3esources #ou will need <A different coloured s*uares of card for each group. 'ink 5lack 5rown 'urple 0hite 3ed #ellow 6reen 5lue Brange

#ou will also need <= clues per group" cut into strips+ 9See separate sheet:

'rosstalk
Task: Rules: To o"tain the correct sequence of colours9 +o pens or paper allo!ed (ou must not sho! anyone else the information on your pieces of paper9 (ou ha&e :::: minutes to complete the task9

<+ =+ ?+ @+ ;+ >+ $+ D+ E+ <A+ <<+ <=+

There are @ colours separating ')C2 and 348+ < colour separates '13'L4 and 348+ 5L-(2 is ne,t to ')C2+ 5L-(2 is left of '13'L4+ #4LLB0 is on e,treme right+ #4LLB0 and 5L14 make 6344C+ ')C2 and B3-C64 are separated by one colour+ 348 is ne,t to 6344C+ < colour separates #4LLB0 and 53B0C+ '13'L4 is ne,t to B3-C64+ 5L14 is on e,treme left+ 53B0C is ne,t to 0H)T4+

Teacher7s Ans!er Sheet 5lue 'ink 5lack Brange 'urple 6reen 3ed 5rown 0hite #ellow

The 'Six Thinking Hats' is a quick, simple and powerful technique to improve your thinking. It does this y encouraging you to recogni!e what type of thinking you are using, and to apply different types of thinking to the su "ect. Sounds strange# Take two minutes to expand your thinking skills$ %e all use different types of thinking, usually without reali!ing it. &or example, if we are feeling pessimistic a out the situation, that is the only type of thinking we apply' This limits our a ility to see all the issues. The White Hat is cold, neutral, and o "ective. Take time to look at the facts and figures. The Red Hat represents anger (seeing red). Take time to listen to your emotions, your intuition. The Black Hat is gloomy and negative. Take time to look at why this will fail. The Yellow Hat is sunny and positive. Take time to e hopeful and optimistic. The Green Hat is grass, fertile and growing. Take time to e creative and cultivate new ideas. The Blue Hat is the color of the sky, high a ove us all. Take time to look from a higher and wider perspective to see whether you are addressing the right issue. *ou can also think of the hats as pairs+ White and Red Black and Yellow Green and Blue Next time you are thinking through an issue, try on de Bono's thinking hats. You'll soon ind that they gi!e you a "uick, sim#le, and #ower ul techni"ue to im#ro!e your thinking.

Counter Activity You can influence the quantity of talk of the students in your class using counters. Each time you make a verbal contribution to group/class talk you have to hand over a counter. E.g. ed counters ! you have to use at least the number you have been given. "You can make additional contributions.# $ost useful for those %ho are reluctant to contribute. &lue counters ! you can only contribute the number of comments that you have counters. 'hen they are all spent you can no longer contribute to the group/class discussion. "(seful for those %ho make indiscriminate) poorly thought out contributions.# Counters can be bought from %%%.supply*one.org.uk for +,.-, for .//. 0peaker1s Corner 2his activity is a long3term investment to encourage students to feel safe contributing orally in class. All you need is a corner of your classroom. 2his is to become kno%n as 0peaker1s Corner. 4 made a sign and decorated the %all %ith famous quotes. As a class %e made posters %ith all the reasons %hy it1s good to talk and used these to further decorate the area. 2his area is to become sacred 5 anything can be said here %ith no adverse consequences. "2he length to %hich you go %ith this depends on you and your class6 4 even %ent so far as to allo% inappropriate language until the novelty %ore off.# 0tudents should then be allo%ed and encouraged to move to this corner if they have something to say but need the support of a safe3haven. A 0election of 7uotes for 0peaker1s Corner.

8e %ho kno%s only his o%n side of the case) kno%s little of that. 9ohn 0tuart $ill 8onest disagreement is often a good sign of progress. $ahatma :andhi ";<=>3;>,<# ?ind %ords can be short and easy to speak) but their echoes are truly endless. $other 2eresa 2he limits of my language means the limits of my %orld. @ud%ig 'ittgenstein ";<<>3;>.;# 2he only %eapon that becomes sharper %ith constant use is the tongue. Anonymous

2he true spirit of conversation consists in building on another manAs observation) not overturning it. Ed%ard &ul%er3@ytton 'e have t%o ears and one mouth so that %e can listen t%ice as much as %e speak. Epictetus

Having a lot of money

Having something to be proud of

(areer success

6etting on well your family

4arning a lot of money

Having fun

6etting a good education

5eing happy

Having a good group of friends

Having a lot of money

Having something to be proud of

(areer success

6etting on well your family

4arning a lot of money

Having fun

6etting a good education

5eing happy

Having a good group of friends

Topic for discussion. what are the most important things in society?

Having a lot of money

Having something to be proud of

(areer success

6etting on well your family

4arning a lot of money

Having fun

6etting a good education

5eing happy

Having a good group of friends

Someone telling me how well )ve done

2nowing ) helped someone else to achieve Having the latest accessory F mobile" i'od or whatever

2nowing )m wearing something thats very fashionable 3eceiving marked work back with positive comments 5eing thanked by someone for being considerate or helpful

Bverhearing someone saying how well )ve done

5eing friends with popular people

2nowing )ve done the best ) could

Someone telling me how well )ve done

2nowing ) helped someone else to achieve Having the latest accessory F mobile" i'od or whatever

2nowing )m wearing something thats very fashionable 3eceiving marked work back with positive comments 5eing thanked by someone for being considerate or helpful

Bverhearing someone saying how well )ve done

5eing friends with popular people

2nowing )ve done the best ) could

Topic for discussion. 0hat makes me feel good about myself?

Someone telling me how well )ve done

2nowing ) helped someone else to achieve Having the latest accessory F mobile" i'od or whatever

2nowing )m wearing something thats very fashionable 3eceiving marked work back with positive comments 5eing thanked by someone for being considerate or helpful

Bverhearing someone saying how well )ve done

5eing friends with popular people

2nowing )ve done the best ) could

/3-; /3AT;

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/3-;

/3AT;

/3ERE; /3ERE; /3ERE;

/3E+; /3(; 3-/;

/3E+; /3(; 3-/;

/3E+; /3(; 3-/;

Speaking and Listening Toolkit

Practical Tips and Resources

Key questions: 0hat help do ) need with technology to enable talk activities to go smoothly? 0hat would it be helpful to have in a bank of generic resources to encourage classroom talk?

Resources included: Tips for running a videoGconferencing book club Tips for filming groups of students (ards describing group roles and responsibilities Storyboards 5looms ta,onomy of *uestions for discussing any te,t Brdering details for kinaesthetic toys 9to aid students concentration in talk activities: