Speaking and Listening Toolkit.doc
-
Upload
anonymous-hamamvb4 -
Category
Documents
-
view
291 -
download
0
Transcript of Speaking and Listening Toolkit.doc
-
7/27/2019 Speaking and Listening Toolkit.doc
1/21
Speaking and Listening Toolkit
Explaining and Assessing Talk Skills
Key questions informing action research:
How can we name and describe speaking and listening
skills in a way that students can understand?
How can we assess students talk skills and recognise
progress?
How can we encourage students to reflect on and
evaluate their talk and set targets for improvement?
Resources included: Speaking and listening strategies and prompts Talk skills checklist for self!peer!teacher assessment"
based on #ear $ key %ramework ob&ectives 'ositive and negative roles in group work
-
7/27/2019 Speaking and Listening Toolkit.doc
2/21
Speaking and Listening Strategies and Prompts
Asking questions(an ) ask relevant *uestions that help to clarifyideas and move discussion on?
Summing up information(an ) draw together the threads of a discussionand sum up the main ideas to show )veunderstood them?
uilding on !hat others say(an ) add my own ideas and opinions in arelevant and helpful way?
Listening !ith concentration(an ) listen to information and remember the mainpoints and the details?
Thinking a"out#planning !hat to say(an ) take the time to process my thoughts andshape my ideas before sharing them with others?
$arying language to suit the task and the
audience
(an ) adapt how ) talk" and what ) talk about" tosuit different situations" including formal ones?
Recognising different types of spoken texts(an ) recognise and use the features of differenttypes of talk" e+g+ e,plaining an idea" givinginstructions" arguing a point of view?
%sing talk for thinking(an ) e,plore ideas by talking about them withothers? (an ) use talk to speculate andhypothesise" e+g+ by asking what if
Reflecting and e&aluating(an ) think about how effective my speaking andlistening skills are and know how to improvethem?
Speaking clearly and confidently(an others hear and understand what ) amsaying? -re my ideas clearly organised andse*uenced? (an ) present my ideas to others withconfidence?
Sustaining talk(an ) use evidence and detail to support my ideasand opinions? (an ) help keep a discussiongoing?
'olla"orating(an ) work effectively with others to e,plore ideas"solve problems and carry out different tasks?
Adopting different roles in a group (an ) take on different roles in discussion andcontribute to the group in different ways?
%sing drama techniques (an ) e,periment with language and use itcreatively in a variety of drama roles andsituations?
-
7/27/2019 Speaking and Listening Toolkit.doc
3/21
Speaking and listening skills: (ear )Assessment rating:
confident ) can do this
not sure ) can always do this
not good at this yet
-ssessment.use symbolandS / self' / peerT / teacher
0hereevidence forassessmentcame from
SPEAK*+, KE( -.E'T*$E:1se talk to help me e,plore ideas and solve problemsL*STE+*+, KE( -.E'T*$E:Listen carefully to identify key points and understandideas,R-%P /-RK KE( -.E'T*$E: 1se talk to help me discuss ideas in a group andmake decisions
) can state my own ideas and opinions
) can listen to other peoples ideas and build onwhat they say
) can ask *uestions to check my understandingof whats been said
) can e,plain what ) mean clearly so that othersunderstand me
) can listen with concentration to remember mainpoints and details
) can reflect and evaluate to think about how well) have met the key ob&ectives for speaking andlistening
) can set targets for improving my speaking andlistening skills and know how to meet them
-
7/27/2019 Speaking and Listening Toolkit.doc
4/21
P-S*T*$E A+0 +E,AT*$E R-LES *+ ,R-%P /-RK
P-S*T*$E R-LES
*+*T*AT-R: 2eeps the discussion going with new ideas+
1%EST*-+ER: -sks *uestions which help the group to think and e,plore+
E2PLA*+ER: 3epeats and e,plains ideas to the rest of the group+
-R,A+*SER: 'lans how the group will work+
E+'-%RA,ER: 4ncourages others in the group by listening" giving positive feedback andsupporting+
3ELPER: Helps the group by making sure that everyone is involved and by helpingpeople to see each others point of view+
+E,AT*$E R-LES
%LL(: 5ullies others in the group by shouting or being sarcastic+
4-A+ER: 6oes on and on about not liking the work" or about something unimportant"
instead of getting on+
L-'KER: Stops the group from getting on by saying things like. Thats obvious"0hats the point? or 0e know all that7
0-4*+AT-R Takes over the group and does not allow others to speak or makedecisions+
REAKA/A( Talks with a friend rather than the whole group+
0REA4ER Takes no part and no interest in the discussion+
-
7/27/2019 Speaking and Listening Toolkit.doc
5/21
Speaking and Listening Toolkit
Acti&ities 5ocusing on Talk
Key questions informing action research:
0hat talk activities can we use with students to create a
safe environment for talk?
How can we engage and involve students in talk
activities and raise the status of talk in the classroom?
How can we effectively manage classroom talk?
Resources included: (rosstalk group problem solving activity Thinking hats poster and e,planations
(ounter activity and Speakers (orner 8iamond nine discussion cards and peer observers
recording!feedback sheet 9ranked most to leastimportant in diamond pattern:
;0s and a How *uestion cards to encourage students to formulate *uestions about processes" events" te,ts
-
7/27/2019 Speaking and Listening Toolkit.doc
6/21
6'rosstalk7 8 Pro"lem sol&ing
Teacher +otes
SummaryThe idea behind this activity is to demonstrate the importance of everyones
input in group discussion+The groups have to share
-
7/27/2019 Speaking and Listening Toolkit.doc
7/21
'rosstalk
Task: To o"tain the correct sequence of colours9
Rules: +o pens or paper allo!ed
(ou must not sho! anyone else the informationon your pieces of paper9
(ou ha&e minutes to complete the task9
-
7/27/2019 Speaking and Listening Toolkit.doc
8/21
+ #4LLB0 and 5L14 make 6344C+
$+ ')C2 and B3-C64 are separated by one colour+
D+ 348 is ne,t to 6344C+
E+ < colour separates #4LLB0 and 53B0C+
-
7/27/2019 Speaking and Listening Toolkit.doc
9/21
Teacher7s Ans!er Sheet
5lue
'ink
5lack
Brange
'urple
6reen
3ed
5rown
0hite
#ellow
-
7/27/2019 Speaking and Listening Toolkit.doc
10/21
The 'Six Thinking Hats' is a quick, simple and powerful technique to improve yourthinking. It does this y encouraging you to recogni!e what type of thinking you areusing, and to apply different types of thinking to the su"ect.
Sounds strange# Take two minutes to expand your thinking skills$
%e all use different types of thinking, usually without reali!ing it. &or example, if weare feeling pessimistic aout the situation, that is the only type of thinking we
apply This limits our aility to see all the issues.
TheWhite Hatis cold, neutral, and o"ective. Take time to look atthe facts and figures.
The Red Hatrepresents anger (seeing red). Take time to listen to
your emotions, your intuition.
The Black Hatis gloomy and negative. Take time to look at whythis will fail.
The Yellow Hatis sunny and positive. Take time to e hopeful and
optimistic.
The Green Hatis grass, fertile and growing. Take time to e
creative and cultivate new ideas.
The Blue Hatis the color of the sky, high aove us all. Take time to
look from a higher and wider perspective to see whether you areaddressing the right issue.
*ou can also think of the hats as pairs+
White and Red
Black and Yellow
Green and Blue
Next time you are thinking through an issue, try on de Bono's thinkinghats. You'll soon ind that they gi!e you a "uick, sim#le, and #owerul
techni"ue to im#ro!e your thinking.
-
7/27/2019 Speaking and Listening Toolkit.doc
11/21
Counter Activity
You can influence the quantity of talk of the students in your class using counters. Each
time you make a verbal contribution to group/class talk you have to hand over a counter.
E.g. ed counters ! you have to use at least the number you have been given. "You can make
additional contributions.# $ost useful for those %ho are reluctant to contribute.
&lue counters ! you can only contribute the number of comments that you have counters.
'hen they are all spent you can no longer contribute to the group/class discussion. "(seful
for those %ho make indiscriminate) poorly thought out contributions.#
Counters can be bought from %%%.supply*one.org.ukfor +,.-, for .
0peaker1s Corner
2his activity is a long3term investment to encourage students to feel safe contributing
orally in class. All you need is a corner of your classroom. 2his is to become kno%n as
0peaker1s Corner. 4 made a sign and decorated the %all %ith famous quotes. As a class %e
made posters %ith all the reasons %hy it1s good to talk and used these to further decorate
the area. 2his area is to become sacred 5 anything can be said here %ith no adverse
consequences. "2he length to %hich you go %ith this depends on you and your class6 4 even
%ent so far as to allo% inappropriate language until the novelty %ore off.# 0tudents should
then be allo%ed and encouraged to move to this corner if they have something to say but
need the support of a safe3haven.
A 0election of 7uotes for 0peaker1s Corner.
8e %ho kno%s only his o%n side of the case) kno%s little of that.
9ohn 0tuart $ill
8onest disagreement is often a good sign of progress.
$ahatma :andhi ";3;>,
-
7/27/2019 Speaking and Listening Toolkit.doc
12/21
2he true spirit of conversation consists in building on another mans observation) not
overturning it.
Ed%ard &ul%er3@ytton
'e have t%o ears and one mouth so that %e can listen t%ice as much as %e speak.
Epictetus
http://www.famous-quotations.com/asp/acategories.asp?Author=Edward+Bulwer-Lyttonhttp://www.famous-quotations.com/asp/acategories.asp?Author=Epictetushttp://www.famous-quotations.com/asp/acategories.asp?Author=Edward+Bulwer-Lyttonhttp://www.famous-quotations.com/asp/acategories.asp?Author=Epictetus -
7/27/2019 Speaking and Listening Toolkit.doc
13/21
Having a lot of moneyHaving something to be
proud of(areer success
6etting on well your family 4arning a lot of money Having fun
6etting a good education 5eing happyHaving a good group
of friends
Having a lot of moneyHaving something to be
proud of(areer success
6etting on well your family 4arning a lot of money Having fun
6etting a good education 5eing happyHaving a good group
of friends
-
7/27/2019 Speaking and Listening Toolkit.doc
14/21
Topic for discussion. what are the most important things in society?
Having a lot of moneyHaving something to be
proud of(areer success
6etting on well your family 4arning a lot of money Having fun
6etting a good education 5eing happyHaving a good group
of friends
-
7/27/2019 Speaking and Listening Toolkit.doc
15/21
Someonetelling mehow well)ve done
2nowing) helped
someone elseto achieve
2nowing)m wearingsomethingthats veryfashionable
Bverhearingsomeone saying
how well)ve done
Havingthe latest
accessory Fmobile"i'od or
whatever
3eceivingmarked work
back withpositive
comments
5eing friendswith popular
people
2nowing )vedone the
best ) could
5eing thankedby someone
for beingconsiderate or
helpful
Someonetelling mehow well)ve done
2nowing) helped
someone elseto achieve
2nowing)m wearingsomethingthats veryfashionable
Bverhearing
someone sayinghow well)ve done
Havingthe latest
accessory Fmobile"i'od or
whatever
3eceiving
marked workback withpositive
comments
5eing friendswith popular
people
2nowing )vedone the
best ) could
5eing thankedby someone
for beingconsiderate or
helpful
-
7/27/2019 Speaking and Listening Toolkit.doc
16/21
Topic for discussion. 0hat makes me feel good about myself?
Someonetelling mehow well)ve done
2nowing) helped
someone elseto achieve
2nowing)m wearingsomethingthats very
fashionable
Bverhearingsomeone saying
how well)ve done
Havingthe latest
accessory Fmobile"i'od or
whatever
3eceivingmarked work
back withpositive
comments
5eing friendswith popular
people
2nowing )vedone the
best ) could
5eing thankedby someone
for beingconsiderate or
helpful
-
7/27/2019 Speaking and Listening Toolkit.doc
17/21
-
7/27/2019 Speaking and Listening Toolkit.doc
18/21
/3-; /3-; /3-;
/3AT; /3AT; /3AT;
/3ERE; /3ERE; /3ERE;
-
7/27/2019 Speaking and Listening Toolkit.doc
19/21
/3E+; /3E+; /3E+;
/3(; /3(; /3(;
3-/; 3-/; 3-/;
-
7/27/2019 Speaking and Listening Toolkit.doc
20/21
-
7/27/2019 Speaking and Listening Toolkit.doc
21/21
Speaking and Listening Toolkit
Practical Tips and Resources
Key questions:
0hat help do ) need with technology to enable talk activities to go
smoothly?
0hat would it be helpful to have in a bank of generic resources to
encourage classroom talk?
Resources included: Tips for running a videoGconferencing book club Tips for filming groups of students (ards describing group roles and responsibilities
Storyboards 5looms ta,onomy of *uestions for discussing any te,t Brdering details for kinaesthetic toys 9to aid students
concentration in talk activities: