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Celebrating Examples of Good Practice in Achievement for All

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Title: Celebrating Examples of Good Practice in Achievement for All


1
Celebrating 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

2
We will be discussing..
  • Communicating a Better Future
  • What have we been doing?
  • Lesson example and video clip Haverstock
  • Lesson example and video clip Hampstead

3
Communicating 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

4
Communicating 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

5
Why 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

6
Why 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.
7
Achievement 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
8
Examples 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
9
Examples 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
10
Enabling 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

11
Video 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

12
Strategies 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
  • Haverstock
  • video clip

14
Video 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

15
Strategies 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
  • Hampstead
  • video clip

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
20
Time 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.
21
What 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
22
How 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
23
Camden 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
27
How 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
28
Using maps to describe places
29
Presenting 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.

30
Giving 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.

31
Plenary 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
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