Speaking and Listening Toolkit.doc

7/27/2019 Speaking and Listening Toolkit.doc

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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


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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?


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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


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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+


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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


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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


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'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


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+ #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+


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Teacher7s Ans!er Sheet

5lue

'ink

5lack

Brange

'urple

6reen

3ed

5rown

0hite

#ellow


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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.


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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;>,


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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


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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





of friends


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Topic for discussion. what are the most important things in society?





of friends


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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


2nowing) helped


2nowing)m wearingsomethingthats veryfashionable

Bverhearing

someone sayinghow well)ve done

Havingthe latest


whatever

3eceiving

marked workback withpositive

comments


people

2nowing )vedone the

best ) could



helpful


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Topic for discussion. 0hat makes me feel good about myself?


2nowing) helped


2nowing)m wearingsomethingthats very

fashionable

Bverhearingsomeone saying

how well)ve done

Havingthe latest


whatever

3eceivingmarked work

back withpositive

comments


people

2nowing )vedone the

best ) could



helpful


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/3-; /3-; /3-;

/3AT; /3AT; /3AT;

/3ERE; /3ERE; /3ERE;


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/3E+; /3E+; /3E+;

/3(; /3(; /3(;

3-/; 3-/; 3-/;


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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:

Documents

Speaking and Listening Toolkit.doc