Oracy: Oracy icons

In order to support embedding oracy in the classroom, insert these icons into your lesson slides, not only will it reduce cognitive load, but it will also make you think about the different strategies you may be using to improve pupils’ oracy. Oracy_icons

Oracy: Exploratory talk (exploratory questions)

UK lesson studies show that over 60% of questions teachers ask are factual rather than procedural, speculative or process-orientated. Over 70% of children’s own responses were also found to be 3 words or fewer. Sinclair and Coulthard (1975) developed the Initiation – Response – Feedback framework. If followed, this framework allows us not only to …

Oracy: Exploratory talk (talking points)

Another way to encourage exploratory talk is using talking points. If we want pupils to talk effectively, we need to give them decent things to talk about! Give some consideration to those topics within your curricula that are particularly interesting ‘talking points’ or those that evoke thought/debate. Another example of a good talking point, might …

Oracy: Exploratory talk (Talking frames)

Talking frames can be used to promote exploratory talk. This includes using a range of prompts or questions to deepen pupils’ dialogue and give them a focus for their discussions. Strategies such as Agree, Build, Challenge question stems can help pupils to challenge one another’s’ thoughts, ‘But, because, so’ is a technique used to encourage …

Oracy: Exploratory talk (sentence stems)

Exploratory talk is when children are given the opportunity to develop, challenge and build upon their knowledge and understanding through sustained dialogue. They learn through talking. Just like when designing a task, good quality talk can require scaffolding. By using sentence stems to support pupils’ responses, the quality of talk is elevated. Below you will …

Oracy: Talk rules

In the 1990s, a study by SLANT outlined for talk to be productive and purposeful, children should be guided by a set of talk rules. If rules for talk are made explicit, visible and spoken (rather than implicit, invisible and unspoken), the talk time will be more productive: pupils are less likely to become off …

Oracy: What makes ‘good talk’

In order for pupils to talk effectively in the classroom, we must explicitly teach them how to talk well. Voice 21 and Cambridge University developed this framework to guide teachers with this process. Good_Talk_Oracy Cambridge It considers: Physical elements e.g. use of voice and body language Linguistic elements e.g. Choice of vocabulary and language used …

Science of learning: Metacognition

Metacognition is a set of behaviours which maximise the potential for and efficacy of learning. A metacognitive learner is one who has control over their cognitive skills and processes and understands how learning happens. They are able to apply this understanding to help them learn more effectively. This then aids their lifelong learning skills. There …

What strategies can be used to improve students’ Problem-Solving skills?

Rationale:   In the new Maths GCSE higher tier paper, 30% of marks include a problem-solving element.  In my experience, this is something students noticeably struggle with as they are unsure how to tackle this style of question.  However, problem-solving as a concept is far reaching.  The Education Endowment Foundation’s report, ‘Improving Maths at KS2 …