1. Talk 4 Learning

2. Principles “Collaborative talk between teacher – pupil, pupil – pupil is the foundation that allows learners to think about their learning, to express their ideas and to integrate the use of different styles of language”

3. Types of Talk Exploratory talk Formal or Presentational talk

4. Talk 4… Talk 4 thinking Talk 4 formal expression Talk 4 writing

5. Talk 4 Thinking Exploratory talk In pairs, trios or groups Can be 2 minutes or 20 Better the cognitive challenge, better the talk Often no 1 right answer

6. Principles Supports feedback & AfL Leads to more active whole class engagement Allows the teacher time to assess progress

7. Odd one out

10. Talk 4 Thinking

13. Done in 2s or 3s promotes talk, reflection & whole class engagement

14. Images provide rich source for talk and higher level questioning

15. Key word bingo example This is great for higher order thinking, students pick 9 words from the key word list (these have been used over the past few weeks), They then write them on to the blank template. You then use the fly in tool to make descriptions fly in in random orders and the students have to find the word that matches it. Even my EAL students can do this as they know what the key words are and their meanings. First student to one line gets one point, two lines get two points and a full house get three points.

16. Bingo Choose 9 key words from the list below and write them on to your grid. Tie-dye Batik Print Screen Design Dye Natural Fibre Cotton Linen Flax Wool Sheep Angora Man-made Silk

17. Resist dye technique using string Resist dying technique using wax Text or images transferred on to fabric A wooden frame with fabric stretched across A drawn idea A coloured liquid that soaks in to fabric Something from nature A small filament that makes up a thread A fibre from the cotton plant A fibre from flax A small blue flower that produces linen A fibre from a sheep An animal that produces wool A rabbit produces this fibre Made by a human with chemicals A fibre that comes from a worm

18. Bingo template

19. Using fattened questions to promote paired talk

20. Co-operative learning and talk Co-operative learning promotes talk, thinking and whole class engagement Kagan strategies are one example Here are some examples that can be used in lessons

21. Coach your partner to solve the below question… 14% of 90 = Swap over and do the same with the next problem! 23% of 120 = Partners take turns, one solving a problem while the other coaches. Then partners switch roles.

22. In pairs, students alternate generating brief oral responses. In pairs take it in turns to describe the events that happened in the story!

23. What adjectives can you think of that describe this monster….. Ask each student in the room to come up with one word!

24. What do you think is happening in the picture? Ask each student in the room to come up with one word, this could be an idea, description or an emotion.

25. In pairs, students share with a partner for a predetermined time while the partner listens. Then partners switch roles. You have 30 seconds to share with your partner what you have learnt today…. After 30 seconds switch over!

26. Talk 4 Formal Expression Presentational talk Requires time to prepare or practise by pupils and teacher Used to explore or improve formal academic expression Can be used to improve real examples of pupil work Can be talk that sounds like writing

27. Socratic Talk

29. Explicit talking and thinking together makes the meaning of the reading visible

30. Talk 4 Writing

31. Pitfalls “My students get distracted and talk about something else!” “Can’t talk, won’t talk! They can’t express it.” “They aren’t good at working in groups, doesn’t go well.”

32. So… Chunk it! Scaffold it! Ground rule it!

33. Chunk it! Fixed timed activity Give them explicit roles Make it competitive Make them explain it to each other first! Be the last port of call (3 before me)

34. Some students will need a talk frame to help them structure sentences and use target language

36. How can we encourage pupils to talk productively? Rules for group talk Assigning roles Concrete preparation Cognitive conflict (asking the right question) Collaboration Metacognition (Adapted from ‘Improving learning through cognitive intervention’ GTCE www.gtce.org.uk/research/romtopics/rom_teachingandlearning/case_jun01/www.gtce.org.uk/research/romtopics/rom_teachingandlearning/case_jun01/ )