MANCHESTER STREET SCHOOL – 31 May 2013

9 Jun

MANCHESTER STREET SCHOOL – 31 May 2013

 

Positives

 

Negatives

 

Things we have noticed

 

– Great activities in TalKit resource

– Children enjoying mouth exercises / games

– Better at sharing orally

– Shy kids coming out of shells

– Listening improved

– Confidence gain

– Confidence when speaking to a larger audience

– Better questions

– Relationships / comfortable

– Feedback – using the language

– Referring back to the criteria

– Thinking faster

– Greater participation

– Taking greater risks

– Having own ideas

– Specific learning intentions / teaching points

– Variety of games / activities intermixed with others

– School-wide timetabling for O.L.

– Integrated across curriculum / day

– Children learning to use the language of speaking / listening

– Assistance for parents who know children do not speak clearly

– Teacher focused on individual children when they are speaking

– Book / programme to follow

– Lots to say – more confident about talking

– Like games in book

– Gives opportunities to have something to say

– Learning that they have to share – scaffolding – structure – gives confidence

– More confident with feedback

– Whole school approach good

– Has a fun element!

– Fast thinking, fluency

– Strong awareness in the school of the importance of O.L., flowing on to the

parents

– Increased knowledge of the mechanics of speech

– O.L. is happening at many different times of the day and it is purposeful!

And contextual!

– Use of LI’s and SC

– Inquiry learning gives opportunity for more O.L. in the classroom

– We have all realised that OL is the key to further learning – it is

fundamental!

 

 

– Struggling with the quiet, shy, little

people

o Project voice

o Speak up

o Clear voice

 

 

– Confidence – lack of

– Time

– Assessment – getting head around

the idea

– Listening to someone else and giving

them a response back

– Deeper questions

– Clarity – exercises

– First matrix was tricky to use

– Using their tongue

– “Fitting it in”

– Some lack of skill / time to support

children with speaking issues

– Not enough emphasis on active

listening

– Time available / assessments need

time

– Matrix very broad no advanced /

below

– More weakness show up – more to do

to fix it / time

– Trying to get around everyone in time

allocation

– Some games too long as whole class

– Active listening…is it happening?

How do we know?

– Assessment using the matrix

 

 

– Change in teaching practices

– Only giving instructions once /

twice

– Not speaking for the children

– Fluency / oral language but

struggles with other literacy areas

– Games in book and having a

resource to use, check back with

feedback model

– Learning intentions – kid friendly /

user friendly, matrix too

– # of children identified who do not

speak clearly

– Lots of children who cannot follow

an instruction

– We are learning the mechanics of

speaking eg tongue, lips, breathing

– So many kids have shown up as

needing support / teaching

– Poor modelling from home

– Conscious of own speaking

– YouTube clip – 3 min exercises

“Two minute mouth exercises”

– Some of what we are doing did

many years ago. Come round full

circle.

– Amount of children with speech

problems

– Preschools are focused on O.L.

but we are still seeing all these

difficulties

– Who is doing the most talking in

the classroom?

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