Good Practice Database >> Thinking Through Talk
| LA | Rhondda Cynon Taf | School Name | Y Pant Comprehensive School |
|---|
What was the focus for improvement?
• Make the thinking processes more explicit and visible in the classroom through the implementation of a number of thinking skills strategies.
• Improve pupils’ oracy skills through encouraging pupils to verbalise and articulate their thinking / learning.
• Improve group collaboration and co-operation.
• Develop a consistent approach to the development of thinking skills within a school and across a cluster of schools.
What did we do?
• The Learning Group identified a number of thinking skills strategies that would support pupils’ oracy and collaborative skills. They included: Fortune Line, Thinking in Role, Group Memory, Zoom Lens, Hot Seat, Place Mat, Mini Presentation, Think Pair Share, Diamond Nine, Snowballing, Concept Map and Jigsawing.
• A booklet for teachers was created outlining a brief description of the strategy, how the strategy could be developed in a range of subjects and the range of thinking principles being addressed.
• Posters were created posters to highlight the strategies.
• Training events were held in schools to discuss project and disseminate booklets and posters.
What were the outcomes?
• Many of the thinking skills strategies implemented are being used successfully with pupils from Early Years to Post 16.
• The strategies have been well received by teachers and pupils.
• Pupils of all abilities are becoming more confident in discussing their thoughts and ideas in various groups.
• There is a more consistent approach to the development of thinking skills within schools and across the cluster.
What evidence have we collected to demonstrate improvements?
• Comments by teachers and pupils
• Examples of pupils’ work
• Observation of group work
What have we learnt about teaching practice and pupils learning?
• Sufficient time is needed to implement thinking skills strategies successfully in the classroom.
• Training and continued support is essential to have a coherent understanding of the thinking skills strategies and to ensure a consistent approach within and across schools.
• Thinking skills strategies can be used successfully in different subject areas and with pupils of different ages and abilities.
• The strategies enabled pupils to work effectively in a variety of group settings and to work independently of the teacher. They also had a positive impact on pupils’ speaking and listening skills.
What we aim to do next?
• Build on current good practice and continue to implement and embed the range of strategies.
• Continue to monitor the effectiveness of the strategies through lesson observations, discussion with teachers and pupils.
• Collate portfolio of examples relating to the various strategies implemented in order to try to demonstrate progression.
• Develop opportunities for the observation of good practice between various key stages and between primary and secondary colleagues.
• Monitor a sample of pupils in order to further analyse the impact of project on pupils’ oracy development.
Supporting Documentation
PowerPoint - Thinking Through Talk guidance booklet
Publisher – Thinking Through Talk posters
Think 2 Learn action research findings
|
Publisher – Thinking Through Talk posters | 631.5 KB | ||
| Poster for Thinking Through Talk Exercise | ||||
|
PowerPoint - Thinking Through Talk guidance booklet | 989.5 KB | ||
| Strategies and Planning for Thinking Through Talk Exercise | ||||
|
Think 2 Learn action research findings | 45.5 KB | ||
| Analysis and Evaluation of Thinking Through Talk Exercise | ||||