1. CPD PROGRAMME USING A CPD WORKSHOP PROGRAMME TO IMPACT ON THE QUALITY OF CLASSROOM DIALOGUE SUPPORTED BY THE INTERACTIVE WHITEBOARD

2. Introduction (background)
OUTLINE
Introduction (background)
Activity 1
Activity 2
Activity 3
Resource bank
Lesson planning
Ideas for follow up

3. WHAT IS THE CPD PROGRAMME ABOUT? BACKGROUND
A resource for school-based CPD (5 co-authors) has been published by Open University Press
The aims of this resource are:
to guide us in building on what we do now by trying out some new ideas for using the IWB in our classroom;
to offer a tool for analysing classroom interaction – how could using the IWB help to improve the quality?
It links to freely available online resources
The materials are useable at primary or secondary levels, and across subject areas.
They encourage us to take up opportunities to make our practice as ‘dialogic’ as possible, using the IWB as an aid, but do not ask us to fundamentally rework our approach; effective teaching contains a wide repertoire of different strategies that are used appropriately and dialogic interaction is only one of those (Alexander, 2008; Mortimer & Scott, 2003).
‘A dialogic classroom space.’ We view the IWB as the central resource within a ‘dialogic classroom space’ constructed by the teacher, who creates a supportive ethos for dialogue. S/he engages students in a variety of carefully planned forms of dialogic interaction and activity. These are located away from as well as at the board. They include vicarious participation in activity at the board, or reflection on IWB activity or projected resources. While most of the examples offered are from whole class teaching, individual and small group work are equally important in supporting dialogue.

4. WHAT IS THE CPD PROGRAMME ABOUT? BACKGROUND
The existing online resources include:
annotated screenshots,
video clips of dialogic classroom practice in which students build knowledge together,
IWB software templates for lesson activities,
and face-to-face workshop activities.

5. WHAT IS THE CPD PROGRAMME ABOUT? SO FAR…
7 pilot workshops
FEEDBACK:
Which part of the workshop was most valuable for you?
“Working on a task that could be used in the classroom. Reinforcing and clarifying the aim of a dialogic approach to teaching and learning.”

6. WHAT IS THE CPD PROGRAMME ABOUT? FEEDBACK
“The template provides great ideas and easy to adapt Smart Notebook resources. It is valuable being able to spend time developing resources that can be used in the classroom.”
“Being shown a variety of IWB resources that I could include in my own practice. Sharing ideas with colleagues.”

7. WHAT IS THE CPD PROGRAMME ABOUT? ACTIVITIES
We’ll be offering the CPD programme free to around 100 teachers in up to 5 locations during this term and testing its impact.
We appreciate your participation.

8. WHAT IS THE CPD PROGRAMME ABOUT? ACTIVITIES
The CPD programme activities involve:
2 workshops engaging with the resource in each location (school cluster), with teachers trialling new approaches in between (minimum of 3 weeks between the workshops),
one person (“ambassador”) in each location organising the CPD scheduling and co-leading the 2 workshops with our researcher, involving up to 20 teachers / workshop

9. WHAT IS THE CPD PROGRAMME ABOUT? ACTIVITIES
The CPD programme activities involve:
teachers answering a short survey at the beginning and taking part in an (individual or group) interview at the end of the CPD programme.
participants reflecting on what they think has worked well and sharing some examples of what they did in the classroom.

10. WHAT WILL TEACHERS GET OUT OF THE CPD PROGRAMME ? BENEFITS
Benefits for participating teachers and schools include:
free CPD workshops (refreshments provided) and development of own dialogic teaching practice through discussing and testing other practitioners’ teaching materials and creating their own,
each participating teacher, ambassador and head teacher will get a copy of the published CPD resource book (worth £25)

11. WHAT WILL TEACHERS GET OUT OF THE CPD PROGRAMME ? BENEFITS
Benefits for participating teachers and schools include:
access to an evolving pool of innovative IWB-based teaching ideas, flipcharts and other materials for use across subjects and key stages,
a report on the impact of the CPD programme.

12. CPD PROGRAMME ACTIVITIES AND BENEFITS
CPD activities
Benefits for teachers and schools
•2 workshops:
May 15th
Late June
•1 ambassador
•survey and interviews
•reflecting and sharing
•free CPD workshops
•the CPD resource books
•development of own dialogic teaching practice
•access to a resource bank
•a report

13. ACTIVITY 1 - DISCUSSION CLASSROOM TALK AND DIALOGUE
How do you currently use talk in lessons?
How important is focus on talk?
What barriers are there to using talk as a tool for learning?
What do you understand by the term ‘dialogic’ teaching?

14. DIALOGUE TABLE BY DIANE RAWLINS
Extended dialogue table

15. sharing, discussing, commenting on and exploring our views and ideas
Using the IWB to support the development of dialogue in the primary classroom
In my classroom, we…
You will see us…
So that we can…
respect, trust and listen to each other
take risks and experiment by trying out new teaching approaches
encourage children to be responsible for their own learning
use good subject knowledge and awareness of our children’s needs to help us use children’s contributions to advance the dialogue taking place
support children in a range of ways to enable them to share their views and ideas
value talk in our lessons and plan for it to take place
are willing to sometimes change our minds
continue a dialogue over time, from lesson to lesson
use a wide range of IWB features and resources to stimulate, enhance and record aspects of our learning
sharing, discussing, commenting on and exploring our views and ideas
asking each other questions
showing that we consider other people’s views
sometimes trying to reach a shared understanding by building on what people say
giving feedback and responding in a helpful way
realising what we need or would like to learn and doing something about it!
using what we already know to help us
reasoning and thinking aloud
telling each other what we have learnt when we have been thinking by ourselves
using classroom resources, including the IWB, in different ways to help us in our learning
saying why we agree or disagree with an idea
realise what we still need or want to learn and how we might like to do it
extend and refine what we already know
explain our reasoning clearly
help each other to understand things in a new way
come to agreement
express a range of views

16. Using the IWB to support the development of dialogue in the primary classroom
In my classroom, we…
You will see us…
So that we can…
respect, trust and listen to each other school and class rules; pupil management; classroom working practice
take risks and experiment by trying out new teaching approaches creative approaches; carefully chosen resources; groupings; pupil-led learning
encourage children to be responsible for their own learning chn involved in setting success criteria; chn selecting ways of working
use good subject knowledge and awareness of our children’s needs to help us use children’s contributions to advance the dialogue taking place teaching and planning founded on good subject knowledge; professional skill in adapting curriculum to meet particular needs of chn
support children in a range of ways to enable them to share their views and ideas use of additional adults; range of teaching and learning styles used; clear expectations and appropriate support/resources available so that all chn can access the learning
value talk in our lessons and plan for it to take place lessons are planned carefully to include opportunities to develop talk
are willing to sometimes change our minds Teacher and other adults model this; chn encouraged to articulate it also
continue a dialogue over time, from lesson to lesson planning takes account of this; teacher skill in maintaining continuity/recapping
use a wide range of IWB features and resources to stimulate, enhance and record aspects of our learning IWB is used confidently in a range of ways, with teacher and chn able to select and use features most appropriate to need
sharing, discussing, commenting on and exploring our views and ideas
asking each other questions
showing that we consider other people’s views
sometimes trying to reach a shared understanding by building on what people say
giving feedback and responding in a helpful way
realising what we need or would like to learn and doing something about it!
using what we already know to help us
reasoning and thinking aloud
telling each other what we have learnt when we have been thinking by ourselves
using classroom resources, including the IWB, in different ways to help us in our learning
saying why we agree or disagree with an idea
realise what we still need or want to learn and how we might like to do it chn sometimes involved in setting agenda for future lessons; feedback from chn on how they feel about their learning and what they still need; what questions has it raised?
extend and refine what we already know new knowledge linked to existing knowledge; links between are clearly made
explain our reasoning clearly improved speaking and listening skills; chn are used to expectations of extended answers/ explanations
help each other to understand things in a new way chn summarize learning; working co-operatively
come to agreement
express a range of views this is seen in the way in which chn express their views and in how they receive and respond to the views of others

17. DOES MY OWN TEACHING SUPPORT DIALOGUE? ACTIVITY 2
You could ‘audit’ your practice using the (expanded) dialogue table.
Do you do some or all of this now?
Look at column 1 again: Is the ethos in your classroom supportive for dialogue? Could you make it more supportive?

18. Student responsibility
Derived from Diane Rawlins' table, here are some concrete, specific elements that can foster dialogic teaching and learning.
Activity
Can we 1) mind-map detail about our own school and practice; 2) draw connections between these elements?
Subject knowledge
School policy
Student responsibility
Support staff (TAs etc.)
Plan for discussion
Teacher ready to learn, to change

19. VIDEO EXAMPLE 1
Annotating a portrait of Queen Elizabeth I on the interactive whiteboard
A clip illustrating classroom dialogue in a secondary school history lesson. Students in turn annotated a portrait of the young Queen Elizabeth projected onto the IWB and interpreted their peers’ thinking
More info: This 9-minute clip [T-M 1.2] depicts students aged in turn annotating a digital photograph of a historical portrait (of the young Queen Elizabeth I) projected onto the IWB. It shows how learners were required to interpret their peers’ thinking by drawing links between features of the image and descriptive labels around the picture that others had already written without comment. This activity developed a collective, enhanced understanding of the “Golden Age” of Elizabeth and it also maximised the number of students that could interact directly with the portrait. The teacher Lloyd then built upon the students’ interpretations in the plenary discussion by subtly helping them to understand Elizabeth’s motives and subsequent events. He created continuity of dialogue over time by comparing the portrait with a previously displayed one of the older Elizabeth. He questioned the ‘reality’ portrayed by any historical artefact, concluding both that pictures only tell a partial story and that his own ideas had been changed by the activity. In this democratic classroom, the teacher was also a learner.

20. VIDEO EXAMPLE 2
Using open-ended prompts on the interactive whiteboard and children’s recorded voices to stimulate discussion
A clip from a primary school lesson on keeping secrets, illustrating use of open-ended prompts, an image and audio recordings by children (aged 10), to stimulate discussion.
More info: This 3-minute clip [D1.1] shows an introduction to the whole issue of keeping secrets. Teacher Diane uses a single image to stimulate some initial discussion, with a ticker-tape ‘core’ question streaming across the screen. She then uses sound files, recorded before the lesson, to give the children ‘another voice’ through which they can express their ideas and which can then act as a stimulus for continuing dialogue. This is another way of sharing views orally. It is easiest to do using the IWB’s own audio recording facility – even young primary children can operate this themselves – but can be done using a portable digital audio recorder too. Playing pre-recordings of students’ opinions is an effective stimulus for class dialogue – it pre-packages the information for discussion, and forces students to respond to each other. Audio files can be embedded in the flipchart so they can easily be clicked on to play in succession.

21. VIDEO EXAMPLE 3
Using text and pictures on the IWB to stimulate interest and initial dialogue in English
This clip illustrates how teacher uses text and pictures on the IWB to stimulate interest and initial dialogue in English.

22. Can we think of any classroom activities in which talk, just talking (e.g. pair discussion, speech giving etc.) might be set up to become more dialogic?
Should ‘talk’ always become dialogic? Can ‘talk’ be seful as ‘just talk’ ?

23. ACTIVITY 3 - DISCUSSION Technology
IWB iPad smartphone Projector DvD Calculator etc.
Reasserting the human context around technology
Based on the technology that you already have at your disposal, can you come up with a stimulus/activity/feature that incorporates this technology for dialogic learning?

24. THINK ABOUT AN UP AND COMING LESSON OF YOUR OWN …
Explore the ’Resource Bank’ and collection of video clips
Are any of these ideas useful to you?
What other applications of them can you think of?
What might be effective with your particular students?

25. IDEAS FOR FOLLOW UP
Teacher strategies for supporting dialogue with the IWB  …

26. THANK YOU FOR YOUR ATTENTION!