Primary Strategy Literacy Subject Leader Meeting

Primary Strategy Literacy Subject Leader MeetingPrimary Strategy Literacy Subject Leader Meeting

Day 3Nov / Dec 2008

Leading on learning Leading on learning – making best use of – making best use of Assessment for learning Assessment for learning in Literacyin Literacy

AgendaAgendaAssessment for Learning questioning and dialogue

Integrating planning, teaching and assessment in writingIndependence and Choice

Moderation of L3 writing

APP: clarification of expectationsOpportunities and challenges so far

AimsAims• to consider some elements of assessment for

learning (questioning and dialogue)• to consolidate your understanding of the APP

process• to ensure consistency of judgements and

expectations in writing• to support the development of APP in your

school

Part1: Assessment for Part1: Assessment for LearningLearning

My literacy lesson was good today because...

What would you, as a teacher need to do to ensure it happens?

Auditing current AFL practiceAuditing current AFL practiceA self evaluation tool:

Reviewing learning and teaching in lessons

Using talk to support Assessment for Using talk to support Assessment for LearningLearning

Developing children’s thinking

Supporting class and group dialogue

“The teacher uses skilful questioning, appropriate resources and engaging activities to focus and sustain whole class, group and paired dialogue.”

“In whole class, group or paired discussions all pupils develop their thinking and learn from each other.”

How are children in your class actively

encouraged to use talk to develop their

thinking?

How do you promote and sustain classroom

discussion?

Promoting effective dialogue Promoting effective dialogue

“More effort has to be spent in framing questions that are

worth asking: that is, questions which explore

issues that are critical to the development of children’s

understanding”(Black et al., 2003)

Millions saw the apple fall:

only Newton asked why.

Assessment for learning through history…Assessment for learning through history…

Socrates was convinced that disciplined practice of thoughtful questioning enables pupils to examine ideas logically and to be able to determine the validity of those ideas.

(ca. 470-399 B. C.)(ca. 470-399 B. C.)Einstein’s mother:• “What questions did

you ask today?”

Teachers ask up to two questions every minute, up to 400 in a day, around 70 000 a year, or two or three million in a career.

Questioning accounts for one third of all teaching time.

Most questions are answered in less than one second.

Anything between 30 and 60 per cent of questions are procedural rather than learning based.

Developing children’s thinking - use Developing children’s thinking - use of effective questioning…of effective questioning…

Goldilocks and The Three BearsGoldilocks and The Three BearsOriginal

Who is the bad character in this story?

Reframed

Goldilocks is not a naughty girl

Agree or disagree and give reasons

Original

Why was Father Bear angry?

Reframed

How did the 3 bears feel when they discovered

Goldilocks in their home?

Red Riding HoodRed Riding HoodOriginal

How do you know Red Riding Hood didn’t listen to

her mother?

Reframed

OriginalWhere did Red riding Hood

first meet the wolf?

Reframed

CLOSED QUESTIONCLOSED QUESTION What is the weather like?

OPEN OPEN

QUESTIONQUESTION

Do you think the tyre tracks were made by vehicles going to or away from the buildings – why do you think that?

Question Question

GeneratorGenerator

• Fairy tales always have happy endings

• Sentences always begin with a capital letter

• Poems always rhyme

• All instructions contain bullet points

• Similes must contain the word ‘like’

• Exclamation marks are used to indicate emotion

Generalizing and reasoning:Generalizing and reasoning:

Same but differentSame but different

What is the same about these words? What is different? Talk about the different effects of using these words in your writing.

How would you…?How would you…?Party Saturday 22nd 2pm fancy dress

Convey this information to:• Your friend• The queen• The headteacher• Via e-mail/SMS

One way or the otherOne way or the other• Formal / informal• Many words / few words• My point of view / another point of view• Outcome – visual / written / oral• Where to start / where to finish

Given the choice,

what would you do?

Are there any other ways you could…

How would you

change…

it could be …., because ….

it can’t be …., because ….

it won’t work, because ….

if …. then ….

it would only work if ….

so ….

in that case ….

and phrases like: since, therefore, it will/won’t work when ….

THE VOCABULARY OF REASONING

• Why is The Hare and The Tortoise an example of a fable?

• How can you be sure that this is a complex sentence?

Although it is nearly coffee time, I still feel quite refreshed.

• What is the same and what is different about myths and

legends?

• How do you write a haiku?

• How would you explain the way you have described your

character?

• What does that tell us about the character you have created?

Examples of effective questions

Features of effective dialogueFeatures of effective dialogue

• Everyone is engaged• Teacher talk does not dominate• Pattern of dialogue is ‘basketball’• Dialogue is reciprocal• Children’s contributions are well developed• Children willing to take risks• Children challenge each other’s ideas• Children demonstrate higher levels of thinking