1. Collaborative Learning Scaffolding Talk
Empowering Inclusion in Science
Stuart Scott

2. Up to age of 11 brain is 150% more active in acquiring language.
Brain Research
Up to age of 11 brain is 150% more active in acquiring language.
The act of talking and thinking increases the number of connections and cells that build the brain.
Talk fuels brain development.
Research summed up in Robin Alexander’s “Towards Dialogic Teaching; Rethinking Classroom Talk”

3. Education Endowment Foundation Toolkit
the “Which” guide to spending Pupil Premium
Ranks strategies and interventions by impact, strength. of research evidence and cost.
Funds research related to specific themes.
Provides links to agencies and websites that promote each theme.
Collaborative learning
Metacognition
Oral Intervention
Oral Feedback
All about talk – all high rated strategies

4. All pupils benefit from these strategies
Victoria Murphy: EAL Research Review 2016 EEF funded Strong evidence that EAL pupils can make the most progress overall and that there is an enormous untapped potential.
Some suggestions for intervention:
Increasing quality of verbal interaction
Improving subject specific vocabulary
Embedding multi word phrases and idioms
All pupils benefit from these strategies

5. Linking research and practice
Growth of study centres e.g. Learning without Limits, Oracy at Cambridge, Lesson Study, Collaborative Enquiry (see our Links Page!)
Does your school have a framework which supports evidence based practice and/or ways in which new strategies for improving progress are observed and tested?
Would your school be interested in using “lesson study” or “collaborative enquiry” to achieve this?

6. Graphic/Visual Organisers/Key Visuals
A graphic/visual organiser or key visual is a diagrammatic way of organising and presenting an idea. It is not a photograph nor illustration.
Examples
first
then
next
Self esteem
belonging
Basic needs
Learning needs
social needs
Language needs
egg
caterpillar
chrysalis
butterfly

7. Visual Organisers for Classifying
Venn Diagrams(i)
To show a whole set and a subset
Venn Diagrams (ii)
To show concepts and connection where items are - a - b - both -neither
Tree Diagram
Classify words and show relationships
Key
To divide information using yes/no answers
Carroll diagram
To classify information using two sets of criteria
Quadrant
To show connections between two sets of concepts

8. Presentational talk
Exploratory talk
Symmetrical talk
Asymmetrical talk

10. Classroom Practice Build on prior knowledge
Move from concrete to abstract
Ensure everyone works with everyone else
Extend social language into curriculum language
Provide motivating ways to go over the same thing more than once

11. Practical Strategy Summaries
I will spend the rest of the session letting you try out collaborative activities. The subsequent slides provide summaries of the most popular ones and these slides are posted on the dedicated webpage so that you can refer to them later or show them to colleagues.

12. Let Me Introduce How does it work?
Pupils find one person with the same colour card
Each one reads out their card which begins “I am..”
The pair finds another pair – now they introduce their partner so it is no longer “I am” and has become “This is …… they….” in students own words.

13. Let Me Introduce Why does it work?
Opportunities to deliver curriculum content
Practice in reading > reading aloud.
Process of listen>understand/think> construct speech in own words. Develops co-construction of new ideas.
Communication and interaction is integral.
Students work with many others.
Possible application across many topics/subjects.

14. Sorting cards onto a visual organiser. Why it works
Opportunities to explore vocabulary
Practice in explaining concepts
Opportunities to expand mental models
Visual organisers structure thinking
You can reinforce the organisers with games like Connect Four.

15. Barrier games
Barrier games are games where one person (or pair) has half the information and the other person (or pair) has the other half.
Complete information sets can be obtained by asking questions or by passing on information.
Familiar informal examples would be battleships.
The deduction game “20 questions” is also related.

16. Barrier Games Why do they work?
Opportunities to deliver curriculum content
Practice in reading or interpreting data.
Practice in questioning
Communication and interaction is integral.
All students must participate
Possible application across many topics/subjects.

17. Clue cards to make experts
In this variation pupils work as a group. Each person has some information which is essential.
The group then work together to complete a joint task.
Examples “Indus Valley“ ”The Wilsons” “What Can You Grow?”

18. Information gaps / Expert groups
Pupils work in a group to understand some information. They are then regrouped to work with pupils who have learnt something else. Each new group should have a complete set of information by the end.
Jigsawing
a term used to describe the grouping and regrouping.

19. Information gaps / Expert groups /Jigsawing
Why do they work?
Opportunities to read/ listen/ talk
All pupils must participate
Learning is carried and recalled to support embedding
Opportunities to differentiate
Easy to organise
All pupils have their own set of complete information to support subject knowledge tasks.

20. Understand language conscious pedagogy and examine ways to improve classroom dialogue

21. Everything you have seen today!