CPD PROGRAMME

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

OUTLINE

Introduction (background) Activity 1 Activity 2 Activity 3

Resource bank Lesson planning

Ideas for follow up

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

WHAT IS THE CPD PROGRAMME ABOUT?BACKGROUND

The existing online resources include:

a)annotated screenshots,

b)video clips of dialogic classroom practice in which students build knowledge together,

c)IWB software templates for lesson activities,

d)and face-to-face workshop activities.

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.”

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.”

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.

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

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.

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)

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.

CPD PROGRAMMEACTIVITIES 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

ACTIVITY 1 - DISCUSSIONCLASSROOM 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?

DIALOGUE TABLE BY DIANE RAWLINS

Dialogue table

Extended dialogue table

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

 

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

 

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?

School policy

Student responsibility

Support staff (TAs etc.)Plan for

discussion

Teacher ready to learn, to

change

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

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

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.

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.

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’ ?

ACTIVITY 3 - DISCUSSIONTechnology

IWB iPad smartphone Projector DvD Calculator etc.

Reasserting the human context around technologyBased 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?

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?

IDEAS FOR FOLLOW UP

Teacher strategies for supporting dialogue with the IWB 

…

THANK YOU FOR YOUR ATTENTION!