geoff barton tuesday, october 20, 2015 impact in iteracy: download this presentation at ...

Geoff BartonThursday, April 20, 2023

Impact in iteracy:

Download this presentation at www.geoffbarton.co.uk(Presentation number 97)

(inc. meeting the demands of Ofsted)

Today:

Session 1: The new Ofsted framework and its implicationsSession 2: What we know about

literacy impact: what works & doesn’t

Session 3: From theory to practice

Approach:

Provocations:

• We haven’t done literacy• It’s all about what teachers do in the

classroom• Knowledge and instruction may be

more important than we realised• Relentlessly focus on consistency• Remember the “Matthew Effect”

Miranda: “O brave new world that has such people in't!” Prospero:

“'Tis new to thee”.

Yogi Berra:

“It’s like déjà vu all over again”

Ice-Breaker:

Introductions & 3 uncomfortable questions

How many students at your school will be reading better today as a result of the work of a literacy working-

party … ? or teacher?

What will teaching assistants do today that will help a student to read

better or write better?Is it happening?

How do you know?

If I walk into tutor time or look at a random student’s planner, what will I see to help the student’s learning?In every room and every planner?

If not, why not?

Then & Now:Progress Report

English & Literacy Review 2005

Think about YOUR school

Key principles of literacy across the curriculum

• Literacy skills are taught consistently and systematically across the curriculum

• Expectation of standards of accuracy and presentation are similar in all classrooms

• Teachers are equipped to deal with literacy issues in their subject both generically and specifically

• The same strategies are used across the school: the teaching sequence for writing; active reading strategies; planning speaking and listening for learning

• Teachers use the same terminology to describe language.

Consistency in literacy is achieved when …

• Good literacy skills are a key factor in raising standards across all subjects

• Language is the main medium we use for teaching, learning and developing thinking, so it is at the heart of teaching and learning

• Literacy is best taught as part of the subject, not as an add-on

• All teachers need to give explicit attention to the literacy needed in their subject.

Literacy is most effective when …

• Senior managers are actively involved in the planning and monitoring

• Audits and action planning are rigorous

• Monitoring focuses on a range of approaches, e.g. classroom observation, work scrutiny as well as formal tests

• Time is given to training, its dissemination and embedding

• Schools work to identified priorities

Self-evaluation:

So where are you up to in your school?

NO PROGRESS GOOD PROGRESS0 3 5

Literacy strategy: The next phase

Key player Progress rating Priority

Teachers

Teaching assistants

Governors

Librarian

0 3 5NO PROGRESS GOOD PROGRESS

Headteachers/Deputies•have had direct personal involvement in the implementation of the Literacy and Numeracy Strategies;•worked in partnership with local schools to share good practice •given strong support for the literacy and mathematics coordinators including, where possible, providing non-contact time;•worked with coordinators to establish curriculum targets;•monitored directly (with colleagues in senior management teams in larger schools) the teaching of literacy and mathematics to gain an overview of strengths and weaknesses, to identify and address the continuing professional development needs of colleagues and to review the school’s success in achieving curriculum targets set.

Literacy Coordinators:•supporting teachers in setting and focusing on a realistic number of curriculum targets;•leading school-based training on how to judge and support progress through the effective use of plenaries in the literacy hour and daily mathematics lesson;•working with colleagues on a shared understanding of progression in writing, in the application of reading skills, in mental and written calculation strategies and in problem solving;•making clearer to parents school policies on writing and calculation.

SENCOs:•supporting teachers build clear curriculum targets into any additional support provided to individuals and groups;•ensuring targets in individual and group plans link closely to the objectives in the literacy and mathematics Frameworks for teaching;•tracking the progress of children with SEN in reading, writing, mental and written calculation and problem solving;•showing parents key aspects of what their children are being taught and associated resources that support children in their learning, such as writing on a computer screen and the use of empty number lines.

Teachers:•talking with children about both the teacher’s and child’s assessment of how well curriculum targets are being met;•including in their planning key questions that will be included in lessons;•explaining to children the objectives for individual lessons and the expectations of their progress over each half-term;•ensuring that homework provided is self-explanatory to parents.

Teaching assistants:•attending training on supporting children with particular potential barriers to achievement and providing this support in school, including running ‘catch-up’ programmes;•providing feedback to teachers on specific misunderstandings or strengths children demonstrate;•joining discussions with teachers about expectations of children in different age groups;•targeting for additional support children who have difficulties completing homework.

Governors:•working with the headteacher to set challenging performance targets;•sampling the progress of a few particular pupils and comparing it with the progress expected nationally;•monitoring and reviewing the impact of policies to ensure progression in writing, the application of reading skills, mental and written calculation strategies and problem solving;•supporting staff by taking opportunities to talk with parents about the importance of homework and how they can help their own children.

Librarian:•Part of the team•Knows about literacy, not just books•Promotes reading for pleasure actively, endlessly•Also helps drive other literacy skills – eg quoting rather than quacking•Library is a hub for learning, reading, research, not computer games•Vibrant and welcoming – including ‘wet lunchtime’ support•Subjects teach how to research: have a ‘library agreement’

• So what have been the successes in your own school?

• What do you need to do next?

Talking Point

Brave New World:The 2012 Schedule

It’s all about the classroom

• Satisfactory is unsatisfactory• Outstanding wasn’t always outstanding and will

be subject to inspection• No-notice from September

(SEF? lesson plans? data?)• It’s about teaching and marking• It’s about literacy aka ‘communication’ (‘DCIL’)• It’s about progress?

BIG PICTURE

8 Key Expectations

COMMUNICATION

1. Are key terms and vocabulary clear and explored with pupils to ensure that they recognise and understand them? Are they related to similar words or the root from which they are derived?

1. Do teachers identify any particular features of key terms and help pupils with strategies for remembering how to spell them or why they might be capitalised (e.g. ‘Parliament’ in history or citizenship)?

1. Do teachers remind pupils of important core skills – for example how to skim a text to extract the main elements of its content quickly or to scan a text for information about a key word or topic?

1. Do teachers make expectations clear before pupils begin a task – for example on the conventions of layout in a formal letter or on the main features of writing persuasively?

COMMUNICATION

5. Do teachers reinforce the importance of accuracy in spoken or written language – for example, emphasising the need for correct sentence punctuation in one-sentence answers or correcting ‘we was...’ in pupils’ speech?

5. Do teachers identify when it is important to use standard English and when other registers or dialects may be used – for example, in a formal examination answer and when recreating dialogue as part of narrative writing?

5. Do teachers help pupils with key elements of literacy as they support them in lessons? Do they point out spelling, grammar or punctuation issues as they look at work around the class?

5. Does teachers’ marking support key literacy points? For example, are key subject terms always checked for correct spelling? Is sentence punctuation always corrected?

COMMUNICATION

Explore the documents

COMMUNICATION

Implications?

COMMUNICATION

For teachers and TAs?

For performance

management?

For training, recruiting and –

crucially – monitoring?

For leadership, esp from

September onwards?

So what – as a school – do you need to be doing more of and

less of?

COMMUNICATION

1: Beware of more ‘input’2: Look at more books; talk to more students

3: Make fewer excuses

COMMUNICATION

GB’s Thoughts ….

… and remember …

Thought for the Day …

‘Standards are raised ONLY by changes which are put into direct effect by teachers and pupils in classrooms’

Black and Wiliam,

‘Inside the Black Box’

Thought for the Day …

Impact in iteracy:

The Matthew Effect(Robert K Merton)

The rich shall get richer and the poor shall get poorer

Matthew 13:12

“The word-rich get richer while the word-poor get poorer” in their reading skills

(CASL)

“While good readers gain new skills very rapidly, and quickly move from learning to read to reading to learn, poor readers become increasingly frustrated with the act of reading, and try to avoid reading where possible”

The Matthew EffectDaniel Rigney

“Students who begin with high verbal aptitudes find themselves in verbally enriched social environments and have a double advantage.”

“Good readers may choose friends who also read avidly while poor readers seek friends with whom they share other enjoyments”

Stricht’s Law: “reading ability in children cannot exceed their listening ability …”

E.D. HirschThe Schools We Need

“Spoken language forms a constraint, a ceiling not only on the ability to comprehend but also on the ability to write, beyond which literacy cannot progress” Myhill and Fisher

“The children who possess intellectual capital when they first arrive at school have the mental scaffolding and Velcro to catch hold of what is going on, and they can turn the new knowledge into still more Velcro to gain still more knowledge”.

E.D. HirschThe Schools We Need

Aged 7:

Children in the top quartile have 7100 words; children in the lowest have around 3000.

The main influence is parents.

DfE Research Unit

The Matthew Effect:The rich will get richer &the poor will get poorer

Every teacher in English is a teacher of English

George Sampson, 1922

Guess the Text Type

1 - Where would you find

this text?2 - How do you know?

Proud mum in a million Natalie Brown hugged her beautiful baby daughter Casey yesterday and said: “She’s my double

miracle.”

The blood vessels of the circulatory system, branching into multitudes of very fine tubes

(capillaries), supply all parts of the muscles and organs with blood, which carries oxygen and food necessary for

Ensure that the electrical supply is turned off. Ensure the existing circuit to which the fitting is to be connected has been installed

and fused in accordance with

current L.L.L wiring regulations

• A 1997 survey showed that of 12 European countries, only Poland and Ireland had lower levels of adult literacy

• 1-in-16 adults cannot identify a concert venue on a poster that contains name of band, price, date, time and venue

• 7 million UK adults cannot locate the page reference for plumbers in the Yellow Pages

BBC NEWS ONLINE:

More than half of British motorists cannot interpret road signs properly, according to a survey by the Royal Automobile Club.

The survey of 500 motorists highlighted just how many people are still grappling with it.

According to the survey, three in five motorists thought a "be aware of cattle" warning sign indicated …

an area infected with foot-and-mouth disease.

Common mistakes:

•No motor vehicles - Beware of fast motorbikes

• Wild fowl - Puddles in the road

• Riding school close by - "Marlborough country" advert

1. Understand the significance of exploratory talk

2. Model good talk – eg connectives3. Re-think questioning – ‘why & how’

– and hands-up4. Vary groupings5. Get conversations into the school

culture

1: What type of talk characterises your classroom? How do you help students to

talk like a scientist / historian / geographer ..?

1: What type of talk characterises your classroom? How do you help students to

talk like a scientist / historian / geographer ..?

2: How do you ask questions? How do you receive answers? Do ‘why’ and ‘how’ questions

happen other than by accident? Do the same

students always answer?

2: How do you ask questions? How do you receive answers? Do ‘why’ and ‘how’ questions

happen other than by accident? Do the same

students always answer?

3: How do groupings work in your classroom? Are they

planned? Do the word-rich get richer? Is spoken

vocabulary modelled?

3: How do groupings work in your classroom? Are they

planned? Do the word-rich get richer? Is spoken

vocabulary modelled?

Team Implications …Team Implications …

READING

1. Teach reading – scanning, skimming, analysis

2. Read aloud and display3. Teach key vocabulary4. Demystify spelling5. Teach research, not FOFO

SKIMMING

The climate of the Earth is always changing. In the past it has altered as a result of natural causes. Nowadays, however, the term climate change is generally used when referring to changes in our climate which have been identified since the early part of the 1900's . The changes we've seen over recent years and those which are predicted over the next 80 years are thought to be mainly as a result of human behaviour rather than due to natural changes in the atmosphere.

The best treatment for mouth ulcers. Gargle with salt water. You should find that it works a treat. Salt is cheap and easy to get hold of and we all have it at home, so no need to splash out and spend lots of money on expensive mouth ulcer creams.

Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th-century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.

SCANNING

1.Where did the first cell phones begin?

2.Name 2 other features that started to be included in phones

3.Why are cell phones especially useful in some countries?

Cellular telephones

The first cellular telephone system began operation in Tokyo in 1979, and the first U.S. system began operation in 1983 in Chicago. A camera phone is a cellular phone that also has picture taking capabilities. Some camera phones have the capability to send these photos to another cellular phone or computer. Advances in digital technology and microelectronics has led to the inclusion of unrelated applications in cellular telephones, such as alarm clocks, calculators, Internet browsers, and voice memos for recording short verbal reminders, while at the same time making such telephones vulnerable to certain software viruses. In many countries with inadequate wire-based telephone networks, cellular telephone systems have provided a means of more quickly establishing a national telecommunications network.

Where begin? Two features?

Some countries?

Close Reading

RESEARCH SKILLS

Research the life ofMartin Luther King

So how would you, a fully paid-up member of the literacy club,

approach the task?

DEMYSTIFYINGSPELLING

Mr B’s New Year Spelling Frolics

-our words -re endings -able / -ibleendings

-ous endings Single/doubleconsonants

colourhumourrumourarmourf lavour

humorous

centimetrecentretheatre

Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible

t rem end ous

enor mouspoisonous

myst eri ous

cont inuousprec ious

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

commit t eepermittedoccurred

visit ed

reg r e t f ul

developing

1 - SOUNDS

humorous

t rem end ous

enor mouspoisonous

myst eri ous

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

visit ed

reg r e t f ul

developing

Government

humorous

t rem end ous

enor mouspoisonous

myst eri ous

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

visit ed

reg r e t f ul

developing

Happened

humorous

t rem end ous

enor mouspoisonous

myst eri ous

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

visit ed

reg r e t f ul

developing

February

humorous

t rem end ous

enor mouspoisonous

myst eri ous

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

visit ed

reg r e t f ul

developing

2 -VISUALS

humorous

t rem end ous

enor mouspoisonous

myst eri ous

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

visit ed

reg r e t f ul

developing

Se-para-teBe-lie-ve

humorous

t rem end ous

enor mouspoisonous

myst eri ous

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

visit ed

reg r e t f ul

developing

3 - MNEMONICS

humorous

t rem end ous

enor mouspoisonous

myst eri ous

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

visit ed

reg r e t f ul

developing

necessary

humorous

t rem end ous

enor mouspoisonous

myst eri ous

f ero cious

del icious

ca ut ious

ambit ious

beginning

ups e t t ing

f org ot t en

visit ed

reg r e t f ul

developing

accommodation

1: What kinds of texts do students in your subject need

to read? What are the barriers to understanding? How do you help them – eg

with vocabulary?

1: What kinds of texts do students in your subject need

to read? What are the barriers to understanding? How do you help them – eg

with vocabulary?2: What are the ‘power words’ in your subject?

Where do students encounter them? Which are the

troublesome spellings? How do you demystify them?

2: What are the ‘power words’ in your subject?

Where do students encounter them? Which are the

troublesome spellings? How do you demystify them?

3: What’s your contribution to reading for pleasure? Do

students see you reading and hear you talk about reading? Do you teach them research

skills?

3: What’s your contribution to reading for pleasure? Do

students see you reading and hear you talk about reading? Do you teach them research

skills?

1. Demonstrate writing2. Teach composition & planning3. Allow oral rehearsal4. Short & long sentences5. Connectives

Know your connectives

Adding: and, also, as well as, moreover, too

Cause & effect: because, so, therefore, thus, consequently

Sequencing: next, then, first, finally, meanwhile, before, after

Qualifying: however, although, unless, except, if, as long as, apart from, yet

Emphasising: above all, in particular, especially, significantly, indeed, notably

Illustrating: for example, such as, for instance, as revealed by, in the case of

Comparing: equally, in the same way, similarly, likewise, as with, like

Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand

Evaluate the product you have made

1: What kinds of writing do students need to do in your subject? Where do they see the process as well as the product? When

do they see you writing and reflecting aloud on your writing?

1: What kinds of writing do students need to do in your subject? Where do they see the process as well as the product? When

do they see you writing and reflecting aloud on your writing?

2: What are the 4 essential ingredients in a text required in your subject:

a)personal/impersonal?b)formal/informal?c)layout features? d)key vocabulary?

2: What are the 4 essential ingredients in a text required in your subject:

a)personal/impersonal?b)formal/informal?c)layout features? d)key vocabulary?

1. Demonstrate writing2. Teach composition & planning3. Allow oral rehearsal4. Short & long sentences5. Connectives

SUMMARY

1: It’s not literacy

2: It’s making the implicit explicit – and

modelling it

3: Without us, the rich will get richer & the poor will get poorer

Impact in iteracy:

Literacy in Practice

Watch this Year 11 RE lesson:

• Watch for student progress• Watch for what the teacher does to help them

read/write/speak better• Decide what feedback you would give

Discuss!

Review:

Session 1: The new Ofsted framework and its implicationsSession 2: What we know about

literacy impact: what works & doesn’t

Session 3: From theory to practice

Key Messages:

The new Ofsted framework changes everything – possibly for

the better1

Key Messages:

‘Every teacher in English is a teacher of English’ is now placed

centre-stage – with carrot and stick to help make it happen

Key Messages:

Things need rethinking:Performance management

TrainingUse of TAs

Role of the Librarian

Key Messages:

Teachers need to see how good and outstanding teachers make implicit skills explicit … and then

practise … and then get feedback

Key Messages:

Every school needs an astringent culture of evaluation that leads to

action5

Key Messages:

Involve students more6

TUTOR GROUP: Do all students have coats off?

q Yes q No

Are students wearing proper school sweatshirt/polo shirt?

q Yes q No

Are all students wearing shoes (ie no trainers except with doctors’ notes)?

q Yes q No

Is jewellery acceptable (ie no facial piercings, no bracelets, only thin metal necklaces)?

q Yes q No

Is the tutor …

Talking to students? Signing planners? Taking the register? Doing admin? Other?

Book sampling…

Name Year / Set

Teacher Cover clean Y N

Homework evident

Homework marked

Presentation G F P

Types of writing General comments

Kate Elsom HISTORY

• Thinking • Notes • Extended

Clearly sequenced, challenging, high-level; exemplary feedback –

positive, precise, personal

Thomas Robotham HISTORY

• Thinking • Notes • Extended

V different ability of student – but same strong

expectations; tangible progress in student’s

work; supportive, positive marking

Chesney Ward? GEOGRAPHY

• Notes • Exercises

Good positive feedback; evidence of regular

marking; good range of writing

Scott Simpson GEOGRAPHY

consistently

• Notes • Exercises • Some extended

Clear and well-used overall; good to note some

extend worrk; marking appears to end in late Sept

1 What grade did you get in English? ®English Literature? ®

2 Think of all the subjects you studied last year. Circle one of the numbers below to show where you would place English in a rank order of the subjects you studied

1 (high) 2 3 4 5 6 7 8 9 10 (low) 3 Without naming teachers, please name ONE thing you liked most about English lessons 4 Without naming teachers, please name ONE thing you liked least about them 5 Looking back, how did you feel about your usual group for English for …

(a) getting on with other people? (liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)

(b) learning effectively?

(liked it a lot) 1 2 3 4 5 6 7 8 9 10 (liked it a little)

Of all the ways the teacher gets you to learn about things which do you enjoy the most?

• Activities – not writing, nothing intimidating. More discussion, needs to be variety (maths now = all from books)

• Biology = copy from board – don’t even read it • VA Ki in French to analyse own learning • If teachers drone on = some of us don’t have the attention span • Unfairness about time given to complete coursework ie some = meet deadlines. Others = 3 months

late so have extra 3 months to work on it • Too many tests in short space of time • Would help if dif ferent subject teachers could talk to each other so we do not get all coursework

assignments at the same time. Of all the ways the teacher gets you to learn about things, which do you enjoy least?

• Vague questions that you don’t know what it means • I think we should be setted for English because it could be more challenging too long on one piece

of work would be helpful, disruptive people were in difficult group • Humanities – go round and round in circles because don’t have specialist teachers. Spend time

trying to manage behaviour

Student perception interviews Year 9 4 girls 4 boys Sets: 1 4 2 3 1 3 2 Rank order: 8 7 3 3 9 3 10 3 What do you like about MFL lessons? What activities do you enjoy? Why?

• Fun, li ke ICT interactive whiteboard, playing games, practical and group work What activities do you not enjoy? Why? What do you find difficult? What would help?

• Tests – some are useful and some are not • Practical lessons are good • Don’t li ke teachers constantly talking in French. I get behind and de-motivated • Don’t li ke having to speak in front of the class – feel under pressure and worried • Panic when asked to speak and don’t know how

How do you learn best? What helps you learn in other lessons?

• Objectives are sometimes set – but doesn’t make any diff erence • I li ke to have some group work and some formal writing • Reinforcing the talking with writing rather than just talking and then moving on and talking

some more • Group work • Games • When behaviour is good. Behaviour is good in languages

How do you feel during MFL lessons? What makes you feel this way?

- Bored – 1 student - Interested – 1 student - Enjoy – 1 student - Tired – 1 student - Don’t know – 4 students

Consensus from interviews - languages is “ok” but not a subject which students would wish to choose to take further. Group consensus that about 30% of the lessons are enjoyable. Most students preferred languages in the Middle School – more practical, games, etc

Key Messages:

Turn fewer blind eyes7

Key Messages:

Look at more books and planners – at random8

Key Messages:

It’s a job, not a club9

Key Messages:

Remember the Matthew Effect:The ‘word poor’ need us10

Impact in iteracy:

geoff barton tuesday, october 20, 2015 impact in iteracy: download this presentation at ...

teaching of literacy

literacy impact

literacy issues

good literacy skills

teaching sequence

heart of teaching

tis new

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