Talking PartnersTalking Partners

What is Talking Partners?What is Talking Partners?

The NLS promotes “talk for writing”. They The NLS promotes “talk for writing”. They recommend the use of “talking partners” recommend the use of “talking partners” during shared work in the literacy hour so during shared work in the literacy hour so that all children get the opportunities both that all children get the opportunities both to speak and listen.to speak and listen.

Why use Why use TP?TP?

During reading, they need to articulate their During reading, they need to articulate their understanding of ideas, concepts, vocabulary, and understanding of ideas, concepts, vocabulary, and linguistic conventions.linguistic conventions.So that they are internalising or generating the content So that they are internalising or generating the content for their writing.for their writing.During composition, it helps to rehearse words phrases, During composition, it helps to rehearse words phrases, clauses and sentences orally, before committing them to clauses and sentences orally, before committing them to paper.paper.To raise children’s self esteem and confidence.To raise children’s self esteem and confidence.To develop thinking, speaking, listening and cooperative To develop thinking, speaking, listening and cooperative skills.skills.To involve all children and add variety.To involve all children and add variety.

When to use When to use TPTPA short focussed task can be provided whenever the A short focussed task can be provided whenever the opportunity arises. “Turn to your partner. You have 30 opportunity arises. “Turn to your partner. You have 30 seconds (or two minutes, or whatever) to discuss….” seconds (or two minutes, or whatever) to discuss….” Selected pairs can then retell their deliberations to the Selected pairs can then retell their deliberations to the class.class.In the plenary session, children can explain to each other In the plenary session, children can explain to each other what they have done. Choose some children to retell what they have done. Choose some children to retell their partner’s experience.their partner’s experience.The end of the day e.g. 3 things we have enjoyed/learnt The end of the day e.g. 3 things we have enjoyed/learnt or found difficult.or found difficult.Reviewing the previous work covered (Big Picture).Reviewing the previous work covered (Big Picture).Assessment tool, listening to children’s responses and Assessment tool, listening to children’s responses and asking prompt questions. asking prompt questions.

Planning for Planning for TPTP

Try to incorporate into planning Try to incorporate into planning as a reminder to yourself.as a reminder to yourself.

Be flexible and if the Be flexible and if the opportunity arises use opportunity arises use TP.TP.

See plan

Picking PartnersPicking Partners

1.1. Pick Partners for the children to begin with and Pick Partners for the children to begin with and until children are comfortable with working in until children are comfortable with working in this way.this way.

2.2. Children can later pick partners at random by Children can later pick partners at random by taking a name out of a hat etc.taking a name out of a hat etc.

3.3. Generally use ability pairings in Literacy and Generally use ability pairings in Literacy and Numeracy and mixed in foundation subjects. Numeracy and mixed in foundation subjects.

4.4. Do what works best for you!Do what works best for you!

OwnershipOwnership

Allow the children as much Allow the children as much input as possible as this will input as possible as this will give them ownership of the give them ownership of the activity. They will be more activity. They will be more likely to work productively if likely to work productively if they are involved in the they are involved in the decision making process. decision making process. Set the children the task of Set the children the task of thinking up the rules with their thinking up the rules with their Talking Partners Talking Partners and display and display these in the classroom. This these in the classroom. This will link well with PSHE and will link well with PSHE and R.E.R.E.

Rules Developed by Year 6Rules Developed by Year 6

Don't be afraid to speak up and give your opinion.Don't be afraid to speak up and give your opinion.Share your ideas with other people.Share your ideas with other people.Try to stay focused on the question or problem and not Try to stay focused on the question or problem and not get distracted.get distracted.Be polite and listen to your partners ideas.Be polite and listen to your partners ideas.Two combined ideas are often better than two separate Two combined ideas are often better than two separate ones.ones.Look at your partner when they are speaking, don't be Look at your partner when they are speaking, don't be rude.rude.Take turns in listening and speaking, don't Take turns in listening and speaking, don't interrupt.interrupt.Be prepared to admit that other people's ideas might be Be prepared to admit that other people's ideas might be better than yours.better than yours.

DisplayDisplay

Getting GoingGetting Going

Give the children opportunities to work Give the children opportunities to work with their with their Talking PartnersTalking Partners in discrete in discrete sessions. Set them questions to discuss sessions. Set them questions to discuss and highlight good practice.and highlight good practice.

When you feel they are ready and you When you feel they are ready and you have been clear with your expectations have been clear with your expectations start to incorporate start to incorporate TP TP in other lessons.in other lessons.

Thinking Keys, Creative Thinking Questions

Unwilling ChildrenUnwilling Children

If any children seem If any children seem unwilling to talk to unwilling to talk to their partner try their partner try pairing them with a pairing them with a friend for a short friend for a short time until they time until they become more become more confident.confident.

Giving GuidanceGiving Guidance

Some children will still find it difficult to work Some children will still find it difficult to work in this way and may need more guidance.in this way and may need more guidance.

Try role playing the activity with another Try role playing the activity with another member of staff in the room.member of staff in the room.

Ask pairs of children who are having Ask pairs of children who are having difficulty prompt questions. In this way you difficulty prompt questions. In this way you are modelling a good partner.are modelling a good partner.

Try recording the children!Try recording the children!

Do plants need soil?Do plants need soil?

Recording ResponsesRecording Responses

There may be times when you want the There may be times when you want the children to make notes of what they are children to make notes of what they are discussing. Using whiteboards will allow discussing. Using whiteboards will allow the children to quickly change anything as the children to quickly change anything as their thoughts develop.their thoughts develop.

Extended Wait TimeExtended Wait Time

Extended Wait Time gives children the Extended Wait Time gives children the time to think about their responses before time to think about their responses before answering.answering.

TPTP can be used like extended wait time can be used like extended wait time and children will also have the chance to and children will also have the chance to try out their ideas on a partner before try out their ideas on a partner before contributing to a larger group.contributing to a larger group.

What the children thinkWhat the children think

““It’s exciting because you get to share.”It’s exciting because you get to share.”

““I like having someone to check my work before I like having someone to check my work before I show it to my teacher.”I show it to my teacher.”

““It’s nice being allowed to chat to the person It’s nice being allowed to chat to the person next to you.”next to you.”

““You learn from your partner.”You learn from your partner.”

““You have to explain to your partner.”You have to explain to your partner.”

“ “In PSHE we shared ideas when we looked at In PSHE we shared ideas when we looked at pictures showing dangers in the home.”pictures showing dangers in the home.”

SummarySummary

Pick partners for children after they are confident Pick partners for children after they are confident pick random partners (change regularly),pick random partners (change regularly),Let the children devise their own rules and Let the children devise their own rules and display them clearly,display them clearly,Introduce Introduce TPTP gradually and make clear your gradually and make clear your expectations,expectations,Use prompt questions to encourage unwilling Use prompt questions to encourage unwilling children,children,Allow children to record their ideas in an informal Allow children to record their ideas in an informal way.way.

TALKING PARTNERS SONGTALKING PARTNERS SONGHappy talking talkingHappy talking talkingHappy talkHappy talkTalking partners help us learnTalking partners help us learn

You learn to listen wellYou learn to listen wellYou learn to speak and shareYou learn to speak and shareYou learn to work with others happilyYou learn to work with others happily

Reviewing previous workReviewing previous workAssessing as we goAssessing as we goRehearsing what we think we want to Rehearsing what we think we want to

write.write.Creative thinking tasksCreative thinking tasksTesting our ideasTesting our ideasReviewing what we’ve learnt in the Reviewing what we’ve learnt in the

plenary?plenary?

Happy talking talkingHappy talking talkingHappy talkHappy talkTalking partners help us learnTalking partners help us learn

You learn to listen wellYou learn to listen wellYou learn to speak and shareYou learn to speak and shareYou learn to work with others happilyYou learn to work with others happily