Title: Celebrating Examples of Good Practice in Achievement for All
1Celebrating Examples of Good Practice in
Achievement for All
- Communicating a Better Future
- Laura Mclean
- AfA Advisor Language and Communication
Specialist Islington PCT - Kathleen Mackenzie
- AfA Lead Teacher Haverstock School
- Rhona MacDonald
- AfA Lead Teacher Hampstead School
2We will be discussing..
- Communicating a Better Future
- What have we been doing?
- Lesson example and video clip Haverstock
- Lesson example and video clip Hampstead
3Communicating a better futureWhole school
capacity building project
- Initially 18 month projects in 2 secondary
schools working with staff across the whole
school to develop their capacity and skills in
effectively supporting - Students with speech, language and communication
needs (SLCN) and Special Educational Needs and
Disabilities (SEND) - AND
- All students to develop their language and
communication skills
4Communicating a better futureWhole school
capacity building project
- The projects are based on the evidence of the
award winning Listen Ear initiative in 3
Islington secondary schools - Achievement for All will now aim to develop
this model of working in all secondary schools in
Camden
5Why whole school working?
- Adequate and effective spoken language and
communication skills are vital to every young
persons - Educational achievement
- Ability to behave, interact and socialise
effectively both in and out of school - Emotional wellbeing
- Opportunities for future employment
- Ability to achieve the Every Child Matters
outcomes
6Why whole school working?
Many recommendations for students with SLCN are
suitable for developing all young peoples
communication skills
Focussing on embedding speaking and listening
activities and strategies into every day teaching
practice will support students with SLCN/SEND to
make better progress and generalise their skills.
High numbers of students with language and
communication needs have not previously been
identified as having SLCN. Whole school working
supports all students
Empowering school staff to support students with
SLCN effectively and efficiently will reduce the
need for highly specialised input.
7Achievement for All
Support students to generalise their learning
from SEND interventions, as subject teachers
encouraged to use consistent strategies and
techniques
Support staff to baseline speaking and listening
interventions and assess progress
- Supporting and developing communication of
students with SEND can support achievement of
wider outcomes - Attendance
- Behaviour
- Positive relationships
- Participation
Support communication between school , pupils and
parents
8Examples of Strategies promoted toSupport and
Teach Listening and Learning
Use positive ways of gaining attention
Model good listening skills
Use consistent rules, reminders, rewards and
sanctions
Explicitly teach what active listening
means
Make the students aware of what how they are
learning
Use consistent, clear, positive instructions
9Examples of Strategies promoted toSupport and
Teach Listening and Learning
Deliver engaging and accessible lessons for
all levels of ability
Use visual support
Increase structured talking time for students
Reduce teacher talk
Explicitly teach vocabulary
10Enabling Quality First Inclusive Teaching
- Quality first teaching/Active listening and
active learning strategies to be promoted and
modelled to teachers throughout the school by - Working with specific classes modelling
strategies - Lesson study and coaching models
- Learning walks
- Observation checklists and feedback
- Insets / CPD sessions
11Video clip Example of good practice
- Haverstock School
- Lesson Year 7 Integrated Learning Scheme
- Number of Students in the class 26 (19 in
session) - Number of students on the SEN register
- Number of students with EAL
- Number of Gifted and Talented students
- Jointly planned lesson and team taught
12Strategies used in the lesson
- Visual support
- Visual schedule at the beginning of the lesson
(with consistent symbols) - Instructions on power point with words and
pictures - Gesture
- Worksheet for them to complete while observing
presentations - Positive, clear language and explicit
instructions - Engaging and accessible
- variety of activities
- Less teacher talk
- Personalised activity
- Students worked on map to own ability
(differentiated), and in reference to themselves - Skills development
- Active Listening skills
- Presentation skills non verbal language
13 14Video clip Example of good practice
- Hampstead School
- Lesson Year 7 Humanities
- Number of students in the class
- Number of students on the SEN register
- Number of students with EAL
- Number of Gifted and Talented students
15Strategies used in the lesson
- Visual support
- Visual schedule at the beginning of the lesson
- Instructions on power point with words and
pictures - Gesture and Actions for poem
- Positive, clear language and explicit
instructions - Modelling and promoting good listening
- Reminding students of listening rules and
waiting for students to follow rules - Not talking over students
- Range of positive ways to gain attention
- Engaging and accessible
- All student participation
- Explicit discussion about what happens if
students find it difficult - Specific praise for students who find task more
difficult - Skills development
- Active Listening and memory skills
- Presentation and voice skills
16 17- Haverstock video clip
- Lesson plan
- Power point
18- Lesson Plan
- Date 12/02/10 Period 5 Teaching Group 7O
Subject ILS Staff MKE - Context
- Pupils have been following an Integrated
Learning Scheme of work focusing on developing
the skills necessary for the 21st century
learner. This lesson builds upon work carried out
in conjunction with the Speech and Language
Therapist with the intention of developing and
extending active listening skills. This unit of
work is entitled Me and My Community whereby
pupils will explore their place in their local
community extending their geographical and
historical skills of enquiry. - Learning Objectives
- To be able to use presentation skills in order to
talk about my place. - To reflect upon the skills developed over the
course of the year. - Lesson Outcomes
All students will Be able to indentify some key areas on their A3 map and share this with the rest of the class. They will be able to make simple comments on their peers presentations Most students will Be able to accurately describe the key area in their local area and be able to highlight this on their A3 maps. They will be aware of good presentational skills and be able to demonstrate some of these to the rest of the class. They will be able to provide feedback on their peers performance. Some students will Be able to accurately describe and explain in detail the key areas in the local area. They will be able to annotate their A3 maps in detail making links between people and place. They will be confident in delivering this information to the rest of the class. They are fully aware of the success criteria and are able to make constructive feedback on their peers work.
19- Differentiation Strategies
- Plan for less able/those on SEN code of
practice/EMAS students - Targeted questioning use random selection method
at the beginning of lesson. - Images/visual schedule to support teacher
exposition - Less able seated next to more able to access peer
support - Vocabulary book to assist with acquisition of new
keywords. - Talk partnerships to assist with confidence in
verbalizing and processing ideas before writing. - Plan for more able/those on GT register
- Targeted questioning building on higher order
thinking skills - More able students to be used to model answers or
to stimulate discussion. - Resources PPT What is my place How to show
that I am actively listening w/s A3 maps of My
Place Peer assessment w/s
Students targeted H, J, S, L, M
Students targeted I, K, S
20Time 5 10 10 5 15 10 5 Learning Activities Outline learning objectives explicitly linking to prior and future learning. Pupils to copy keywords into vocabulary books and look at visual schedule. Starter activities Brief recap on Active Learning strategies- pupils to refer to w/s. Laura to lead on Listening and Memory Game Camden Market. Pupils make connections between this game and the skill of active listening. Main activities MKE to model example of good annotations and presentational skills using IWB and map of My Place. Refer to previous lesson drawing out the need for good explanations as opposed to descriptions. Introduce pupils to RAG assessment sheet. Outline success criteria of effective communication and presentational skills. Pupils invited to front of class to present their own findings on My Place. Rest of class to use assessment sheets to assess progress. Pupils to provide feedback on what went well and targets for improvement. Plenary Two Stars and a wish Strategies to check learning objectives have been achieved Ask pupils to put learning objectives into their own words. Discussion of visual schedule and new words. Circulate during activity to monitor and support. Prompt more able to identify overlaps. Less able to be directed to last lessons learning materials Explicit model of activity to aid student understanding Randomly select pairs to feedback on partners work. Other students to note down good advice Circulate during activity to get a sample of student understanding, monitor and support Pupils to reflect on what they have learn this lesson and construct targets for improvement.
21What is my place?
- Objectives
- To use our presentation skills to talk about my
place - To reflect on the skills we have learnt
- In this lesson you will be learning through
- Camden market game
- 2. Listening to information
- 3. Presentations of my place
- and feedback
- 4. Sharing our ideas about
- what we have learnt
Keywords My Place Active listening Presentation
skills
22How to show I am actively listening
Looking Looking at or facing the person speaking, or looking at what the speaker is showing you
Taking Turns to talk Only one person talking at a time, talking when it is your turn and listening when it is not your turn to speak
Thinking Thinking about the words. Follow what is being said and think about the same topic
Focussing Sitting quietly in your own space. Not distracting others and not being distracted by others
Checking Understanding Check that you have understood what is being said. If not, ask for help appropriately
23Camden Market Listening and Memory Game
- The 1st person says
- I went to Camden Market and I bought a book
I went to Camden Market and I bought a book
24- The 2nd person says
- I went to Camden Market and I bought a book and
some boots
I went to Camden Market and I bought a book and
some boots
25- The 3rd person says
- I went to Camden Market and I bought a book,
some boots and a t-shirt
I went to Camden Market and I bought a book, some
boots and a t-shirt
26 Checking Understanding
- If you havent heard what somebody said, you may
need to ask them to say it again. - (Sorry, I didnt hear. What did you say?)
- If you cant remember all the items that were
said, you may need to ask people to repeat. - If there are too many words to remember, we can
start a new list! - If someone has said a word you dont understand,
you can ask them to explain the word - (What does that mean?)
I didnt hear that
I dont know that word
27How to show I am actively listening
Looking Looking at or facing the person speaking, or looking at what the speaker is showing you
Taking Turns to talk Only one person talking at a time, talking when it is your turn and listening when it is not your turn to speak
Thinking Thinking about the words. Follow what is being said and think about the same topic
Focussing Sitting quietly in your own space. Not distracting others and not being distracted by others
Checking Understanding Check that you have understood what is being said. If not, ask for help appropriately
28Using maps to describe places
29Presenting your place
- Good eye contact look at the audience!
- Good body language and posture
- Clear speaking voice
- Make sure the audience can understand you!
- Speak loudly enough (but dont shout!)
- Speak at a good speed (not too fast / too slow)
- Make your voice sound interesting (your tone of
voice go up and down) -
- Explain the key features of your place.
- Remember the examples from last lesson.
30Giving feedback to the presenters
- Use the worksheet to help you feedback to your
peer what they were great at, and what they could
practice more. - Tick the red, amber or green boxes for each skill.
31Plenary Two stars and a wish
An area where I have worked well upon A second
area I have worked well upon An area I need to
work on
32- Hampstead video clip
- Power point