Another way to encourage exploratory talk is using talking points. If we want pupils to talk effectively, we need to give them decent things to talk about! Give some consideration to those topics within your curricula that are particularly interesting ‘talking points’ or those that evoke thought/debate. Another example of a good talking point, might …
Talking frames can be used to promote exploratory talk. This includes using a range of prompts or questions to deepen pupils’ dialogue and give them a focus for their discussions. Strategies such as Agree, Build, Challenge question stems can help pupils to challenge one another’s’ thoughts, ‘But, because, so’ is a technique used to encourage …
Exploratory talk is when children are given the opportunity to develop, challenge and build upon their knowledge and understanding through sustained dialogue. They learn through talking. Just like when designing a task, good quality talk can require scaffolding. By using sentence stems to support pupils’ responses, the quality of talk is elevated. Below you will …
In the 1990s, a study by SLANT outlined for talk to be productive and purposeful, children should be guided by a set of talk rules. If rules for talk are made explicit, visible and spoken (rather than implicit, invisible and unspoken), the talk time will be more productive: pupils are less likely to become off …
In order for pupils to talk effectively in the classroom, we must explicitly teach them how to talk well. Voice 21 and Cambridge University developed this framework to guide teachers with this process. Good_Talk_Oracy Cambridge It considers: Physical elements e.g. use of voice and body language Linguistic elements e.g. Choice of vocabulary and language used …
Metacognition is a set of behaviours which maximise the potential for and efficacy of learning. A metacognitive learner is one who has control over their cognitive skills and processes and understands how learning happens. They are able to apply this understanding to help them learn more effectively. This then aids their lifelong learning skills. There …
Interleaving means revisiting or reinforcing previous topics and switching between ideas. Rather than teaching topics as stand-a-lone, practice is distributed across multiple episodes. Evidence suggests interleaving can support long-term memory in the following ways: Help pupils to see the links, similarities and differences between ideas more easily. Builds long-term memory since pupils are required to switch between …
Spaced Practice involves studying the same information over multiple sessions rather than cramming it all into one. Through doing this pupils review material in short bursts over a long period of time rather than in a single massed amount of time. This gives their minds time to form connections between the ideas and concepts so …
A useful tool to aid retrieval practice are Knowledge Organisers. These are fact focused, and present information in an easily digestable format in order to help construct schemas. When referred to regularly, in a planner manner, they can greatly aid working memory and explicit vocabulary instruction. It is essential to think carefully how these are …
Retrieval practice is the act of recalling learned information from long term memory. Each time the information is recalled it strengthens the connections between ideas and changes the context they are viewed in, which develops a pupil’s ability to use the information in different situations. Regular retrieval practice of prior knowledge can also help make …