designing quality writing outcomes. the talent code “experiences, when you are forced to slow...
TRANSCRIPT
Designing Quality Writing Outcomes
The Talent Code
“Experiences, when you are forced to slow down, make errors and correct them – as you would if you were walking up an ice covered hill, slipping and stumbling as you go – end up making you swift and graceful without your realising it.”Daniel Coyle (The Talent Code)
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Encouraging Mistakes. An Example…
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Because…
“Struggle is not optional – it’s neurologically required” Daniel Coyle
1.Myelin is grown and responds to urgent repetition2.Myelin is universal meaning we are capable of life-long learning. One size fits all skills3.Myelin wraps – it doesn’t unwrap4.Age matters – myelin travels in waves
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Practise Makes Myelin…
“Each time you practice anything, - sing a tune, swing a club, read this sentence – a different, highly specific circuit lights up in your mind. The simplest skill – say, a tennis backhand - involves a circuit made of hundreds and thousands of fibers and synapses.”Daniel Coyle (The Talent Code)
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Great teaching happens in cycles
What a child is able to do in collaboration today, he will be able to
do independently tomorrowLev Vygotsky
Why do we model?
• A key teaching and learning strategy which scaffolds children’s learning to take them successfully from what they already know into new learning
• Vygotsky – Zone of Proximal Development
The difference between what a child is capable of doing independently and what he/she could do with targeted assistance
For Vygotsky, children learn through cognitive and social interaction when learning is experienced in activities that have specific goalsTeachers have the knowledge and this needs to be transferred to the pupilsAt first, the adult has all the language and cognition necessary to perform the task independently and successfully. Through modelling (behaviour, language, process) the adult leads the child to being able to act independently, competently and confidently
When and What do we model?
• Do you model in every subject?• How much do we pre plan our
modelling?
• Deconstruction• Thoughts• Grammar• Values• Problem solving• Learning behaviour• Methods• Skills (e.g. how to use a protractor)• Rehearsal of ideas• Explaining decisions • Talk partner (use TA)
Before modelling . . .
• What do the children already know?• What do I want them to understand by
the end of this unit/lesson?• How will the learning activities I have
created enable me to assess the children’s understanding and what they still need to work on?
• What prompts/visuals/key phrases will I use to support my modelling?
Modelling in action• http://www.youtube.com/watch?v=Ysxg3CWv9Qw&safe=act
ive
• http://www.youtube.com/watch?v=E9HyMvtQ7WQ&safe=active
Good practice when modelling . . .
• Be explicit – demonstrate clearly and precisely the steps needed
• Should engage learners, generate curiosity• Include questioning• Based on review of children’s needs• Refer to the environment/visuals/images• Additional adults add value to the modelling• Is adjusted in light of pupil responses• Provides feedback• Think aloud
Over to you . . .
• Dividing a number by 10/100• To be able to use a subordinate
clause• LI To sort and classify information
about minibeasts• LI: To know how our area has
changed over the years
Shared reading:•decoding
•understanding•text analysis
•Planning•Shared writing
•Independent and guided writing•Creative outcomes
Phase 1
Gathering ideas and content:
•Drama activities•Talk for writing•Incidental writing
opportunities
Phase 1 to 2
Phase 2
Phase 2 to 3
Phase 3
What Evidence Would We See On Our Learning Walls?
What Would the Evidence Look Like in Books?
