Designing Quality Writing Outcomes

The Talent Code “Experiences, when you are forced to slow down, make errors and correct them – as you would if you were walking up an ice covered hill, slipping and stumbling as you go – end up making you swift and graceful without your realising it.” Daniel Coyle (The Talent Code) 2

Encouraging Mistakes. An Example… 3

Because… “Struggle is not optional – it’s neurologically required” Daniel Coyle 1.Myelin is grown and responds to urgent repetition 2.Myelin is universal meaning we are capable of life- long learning. One size fits all skills 3.Myelin wraps – it doesn’t unwrap 4.Age matters – myelin travels in waves 4

Practise Makes Myelin… “Each time you practice anything, - sing a tune, swing a club, read this sentence – a different, highly specific circuit lights up in your mind. The simplest skill – say, a tennis backhand - involves a circuit made of hundreds and thousands of fibers and synapses.” Daniel Coyle (The Talent Code) 5

Great teaching happens in cycles What a child is able to do in collaboration today, he will be able to do independently tomorrow Lev Vygotsky

Why do we model? A key teaching and learning strategy which scaffolds children’s learning to take them successfully from what they already know into new learning Vygotsky – Zone of Proximal Development The difference between what a child is capable of doing independently and what he/she could do with targeted assistance

 For Vygotsky, children learn through cognitive and social interaction when learning is experienced in activities that have specific goals  Teachers have the knowledge and this needs to be transferred to the pupils  At first, the adult has all the language and cognition necessary to perform the task independently and successfully. Through modelling (behaviour, language, process) the adult leads the child to being able to act independently, competently and confidently

When and What do we model? Do you model in every subject? How much do we pre plan our modelling?

Deconstruction Thoughts Grammar Values Problem solving Learning behaviour Methods Skills (e.g. how to use a protractor) Rehearsal of ideas Explaining decisions Talk partner (use TA)

Before modelling... What do the children already know? What do I want them to understand by the end of this unit/lesson? How will the learning activities I have created enable me to assess the children’s understanding and what they still need to work on? What prompts/visuals/key phrases will I use to support my modelling?

Modelling in action 3CWv9Qw&safe=active 3CWv9Qw&safe=active yMvtQ7WQ&safe=active yMvtQ7WQ&safe=active

Good practice when modelling... Be explicit – demonstrate clearly and precisely the steps needed Should engage learners, generate curiosity Include questioning Based on review of children’s needs Refer to the environment/visuals/images Additional adults add value to the modelling Is adjusted in light of pupil responses Provides feedback Think aloud

Over to you... Dividing a number by 10/100 To be able to use a subordinate clause LI To sort and classify information about minibeasts LI: To know how our area has changed over the years

Shared reading: decoding understanding text analysis Planning Shared writing Independent and guided writing Creative outcomes Phase 1 Gathering ideas and content: Drama activities Talk for writing Incidental writing opportunities Phase 1 to 2 Phase 2 Phase 2 to 3 Phase 3

What Evidence Would We See On Our Learning Walls?

What Would the Evidence Look Like in Books?

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