1 literacy park high 050111

Copyright: Graham Tyrer

Into the golden cloud: building a

literacy community

Graham Tyrer: Headteacher, Chenderit School, [email protected]


Which are the 2 most/least effective approaches for helping pupils retain information?

• audio-visual• reading• discussion• explaining to others• demonstration• listening• practice by doing


Retention rates in order of effectiveness

• explaining to others: 90%• practice by doing: 75%• discussion: 50%• demonstration: 30%• audio-visual: 20%• reading: 10%• listening: 5%

Keep it interactive – it’s not just children who learn by doing

Research: National Training Laboratries, Bethel, Main USA


15 years of analysing education research

tells us: (John Hattie, Aukland University covering over 80M students in 50,000 studies)• Raising quality of pupil-teacher interaction is

key to effective learningTop-rated approaches• Pupils assessing themselves by reaching a view on

their levels of understanding• Setting work that is one step ahead of current level• Using formative assessment to decide next steps• Teacher clarity – being explicit about what to do• Reciprocal teaching – pupils take turns in teaching

class

Visible Learning – pub by Routledge

Note these are key features of assessment for learning – see Formative Assessment in the Secondary Classroom by Shirley Clarke


1.Making learning an object of attention

2.Making learning an object of conversation

Chris Watkins, IOE, Research Matters, Summer 2010


Self talk and acting the truth

Talk is a gift


Reading into the worldReading was her way into the world…

for she knew nothing beyond the family, which was her house, enclosing her on four sides, the entire and only truth. White walls like sheets of paper, the rules of life written on them in invisible ink. Reading tore holes in these paper walls and let her inspect another world…Books let her float out of herself and into a sort of golden cloud…the book and the world were one and she was both and neither, she was not there, she was everywhere.Michelle Roberts: Impossible Saints







Literacy box and e-box

Things that workThings that work


• However• Although• On the other hand• But• Yet• Still• Nevertheless• Nonetheless• Conversely• Then again • Whereas

• Similarly• Likewise• Also• Correspondingly• Equally• In the same way

• Furthermore• In addition• What’s more• Moreover• Besides• Additionally• Plus

• It is as if• It seems• It could be• It is almost as if• The writer suggests• The writer implies

• This effect emphasises• This effect highlights• This effect accentuates• This effect underlines• This effect points to





When you’ve found DIFFERENCES: This is different from … However … On the other hand … Whereas … While A has … B has … Conversely … Then again … In contrast … On the contrary … Yet/though/but … On the contrary …

When you’re using FLAIR It is as if … This is like … It is as though … It seems that … It could be that … The process entails … The manufacture involves … This could mean … The use of colour evokes … The harmony hints at … The taste is redolent of …

When you’ve found SIMILARITIES: This is just the same as … Similarly … Similar to … Like … This is close to … This resembles … Equally … Likewise … Also/as well … Correspondingly … In the same way … Equally …

When you’re writing about EFFECT: Suggests … The writer implies … I infer … This landscape conveys a feeling of … This indicates … The image connotes … The idea emphasises … I deduce … The designer supposes … The consumer understands … It is widely believed … This design presupposes …

Text types


The way the planets are structured give rise to gravitational pull

Formal Believable, thoughtful, ordered, can disguise an opinion

Oi, see these planets, right? They spin like anything.

Informal

Chatty, colloquial, friendly, easy to relate to, makes it sound like an opinion, like someone’s talking to you

When I first saw the planets they made me feel awed and humble

Personal

Draws the reader to the writer, biased, makes it sound like an opinion

The planets spin on their axes and have strong gravitational pull

Impersonal

Cold, believable, distances reader and writer

It takes seven seconds for the light to travel from the sun even at a speed of 186,000 miles per second

Factual Credible, authoritative, truthful, unbiased




Shared modelling



Subject Y11 focus group Literacy focus Technology CD, RM, Graphics Coursework: understanding task set; analysis and

comparison Science 11Y2; 11X2 Reading with interpretation; forming an opinion

with evidence; comparing information French Both French

groups Understanding of grammar terminology; extended writing; imaginative writing; silent reading

Drama 11C Reading scripts and working with th text: analyzing the playwrights thoughts and ideas; forming opinions on the text; link and compare to other texts; writing about the practical work based on the script: evaluate and link to playwright’s ideas. Evaluate their own performance and characterization

Business Studies

11B Select material appropriate to purpose; understand and evaluate text

Humanities Selected students across H, G and SR

Analysis of data and sources; how to answer and back up a question adequately; describe and explain

Maths 10X1/X2 Comparing and contrasting information from graphs; interpretation of data

Music Y11 Music group Extracting information quickly from the question; forming inferences from the question; bullet pointing structured sentences and using key words effectively

ICT All five groups Describing abstract concepts or being imaginative with details, eg: what key features will your user need from your spreadsheet to solve your problem

SEN Registered students

Understanding the language of questions

PE 11D Extended answers to questions: writing single sentences without containing enough relevant information to gain marks

Art Both groups A02: analysis and evaluation of images

Wh

ole

school fo

cus


Analytical writing from GCSE ICT

Af ter giving my blank questionnaire to the shop manager and having it ret urned to me with their answers, as well as speaking to them, and weighing up the positives and negatives, I have decided that it would be the best solution if I designed a database for th e shop. I think that this would be the most eff icient system to save time when trying to fi nd information, as well as being easier in the long run aft er getting used to it initially. A database would mean that the staff aren’t under as much pressure as previously was the case, because as the computer would be next to the serving area (and a database is quicker than their previous system), there won’t be as big a queue for groceries building up if t hey are serving someone renting a fi lm: therefor e the system will be quicker. A database is able to produce forms, which can be edited easily: this would be good because each item that the store needs can be separated up. A spreadsheet doesn’t have this function and as the spreadsheet is mainly used for numerical data, it wouldn’t be ideal. The installation of a database will speed up the rate at which people are served: it will keep all the shops records in order; f urthermore having a computer system will mean that at a later date the shop could - if they wanted - send E-mails if there are films over-due, or order their new stock of f ilms that they will be supplied with over the internet. This will mean that the process will be quicker and easier, so this system has the potential to expand the shop’s business.

Clauses add more information to sentence. Consider

alternatives and made a judgement – a key feature of analysing.

Positive analysis of proposed solution.

Use of brackets to add more information in to sentence.

Colon used to add another positive comment – making the wri ting more analytical.

Topic sentence used to start new paragraph, intr oducing yet another positive aspect.

Colon used to intr oduce a list of positive ideas.

Semi colon used to break up items in the list.

Clause added by use of hyphen. Gives sentence more detail, making it more analytical.

Evaluative language – opinion based on judgements.

Long, detailed sentence used to analyse eff ect of installation.

Key Grammatical f eatures Evaluative f eatures Positive language


Literacy in Food Technology – writing to evaluate and explain

Organic foods are f oods that have been produced naturally without the aid of chemical f ertilisers or pesticides. Organic foods are carefully monitored ensuring only natural pesticides are used (if any) and that there is no contamination of the products. Organic foods are ofte n thought by many to taste better and provide a higher nutritional value. They are ofte n more expensive and are grown in controlled conditions. Organic means when a product is of a natural source and was only formed with natural substances e.g. water and sunlight. Furthermore they are grown without the aid of human intervention. Many people see organic farming as more environmentally friendly and feel that a purer product is formed – with an enhanced f lavour e.g. organic salmon farming, leading to better coloured fish with a richer f lavour.

Neutral tone – present a balanced view

Complex sentence using brackets to add more detail.

Opening sentence summarises content.

Key words are defined.

Subj ect specif ic vocabulary


Student LiteracyConsultants:

• Literacy ‘Companies’ (link to millionaire if not mac)

• Product designers (link to litweb and vox pops)

•Delivering lesson starters•Functional skill tutors with

Y7/8s • The litweb•Literacy leaders in lessons


http://www.chenderit.info/litweb/

http://www.literacytrust.org.uk/




Talk to think andwrite



Knowledge list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where

Comprehension summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what is it?, compose, formulate, prepare, generalize, rewrite

Evaluation assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare

Innovation what if, supposing, say, let’s say, imagine, picture, envisage, visualize, see in your mind’s eye, think of, consider, conceive of, create in your mind

Bloom +1in learning objectives, mid lesson plenaries, self-peer assessment and literacy think breaks …



Innovation what if, supposing, say, let’s say, imagine, picture, envisage, visualize, see in your mind’s eye, t hink of, consider, conceive of, create in your mind


Plenary roles



Handout 1

The Assessor

Use the DLOs and or level

descriptors to find any good or exceptional

progress

The Chair

Make sure everyone is

included, listens well and keep to

time

The Questioner

Ask at least three open questions and two closed

questions: wh and h

The Greeter

If a guest comes to the room, greet

them, welcome them and ask if

you can tell them what we are

learning today

The Celebrator

In the plenary, find two examples of people working well together or producing high quality learning

Plenary roles


The Literacy Coordinator

Find any two examples of

people using high quality language

The Learning to Learn Assessor

Find any two examples of

people learning well: how were they doing this?

The Target leader

Ask any three people how close they are to their personal target

The Numeracy Coordinator

Find two

examples of people using number well

The Emotional Literacy leader

What emotions were important

today?

Plenary roles



I listen with my ear, my heartand my undivided attention


above all, curiosity


[email protected]@me.com

mailto:[email protected]

Education

1 literacy park high 050111