Into the golden
cloud…
Graham Tyrer: Headteacher,
Chenderit School, Northampton
grahamtyrer.com
grahamtyrer@me.com
Self talk and acting the
truth
Talk is a gift
Reading into the world
Reading 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
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%
Keep it interactive –
it’s not just children
audio-visual:
20%
who learn by doing
reading:
10%
listening:
5%
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 learning
Top-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
Things that work
Literacy box and
e-box
•
•
•
•
•
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•
However
Although
On the other hand
But
Yet
Still
Nevertheless
Nonetheless
Conversely
Then again
Whereas
•
•
•
•
•
•
Similarly
Likewise
Also
Correspondingly
Equally
In the same way
•
•
•
•
•
•
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Furthermore
In addition
What’s more
Moreover
Besides
Additionally
Plus
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•
•
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•
•
It is as if
It seems
It could be
It is almost as if
The writer suggests
The writer implies
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•
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This
This
This
This
This
effect
effect
effect
effect
effect
emphasises
highlights
accentuates
underlines
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:
When you’re writing about
EFFECT:
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 …
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
Imperson Cold, believable, distances
al
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
Things that work
Shared modelling
Y11 focus group
C D, RM, Graphics
Science
11Y2; 11X2
French
Both French
groups
11C
Drama
Business
Studies
Humanities
11B
Maths
Selected
students across
H, G and SR
10X1/X2
Music
Y11 Music group
IC T
A l fiv e groups
SEN
PE
Registered
students
11D
A rt
Both groups
Literacy focus
Coursework: understanding task set; analysis and
comparison
Reading w ith interpretation; forming an opinion
with ev idence; comparing information
Understanding of grammar terminology; extended
writing; imaginative writing; silent reading
Reading scripts and working with th text: analy zing
the play wrights 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 play wright’s ideas.
Ev aluate their own performance and
characterization
Select material appropriate to purpose; understand
and evaluate text
A nalysis of data and sources; how to answer and
back up a question adequately; describe and
explain
Comparing and contrasting information from
graphs; interpretation of data
Extracting in formation quickly from the question;
forming inferences from the question; bullet
pointing structured sentences and using key words
effectively
Describing abstract concepts or being imaginative
with details, eg: what key features will your user
need from your spreadsheet to solve y our problem
Understanding the language of questions
Extended answ ers to questions: writing single
sentences without containing enough relev ant
information to gain marks
A 02: analysis and ev aluation of images
Whole school focus
Subject
Technology
Analytical writing from GCSE ICT
Key
G rammatical features
Evaluative features
Positive language
Positive
analysis of
proposed
solution.
Topic
sentence
used to start
new
paragraph,
introducing
yet another
positive
aspect.
Colon used
to
introduce a
list of
positive
ideas.
Semi colo n
used to
break up
items in the
list.
Clauses add
more
information
to sentence.
After giving my blank questionnaire to the shop manager and
having it returned 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 the shop.
I think that this would be the most efficient system to save
time when trying to find information, as well as being easier in
the long run after 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 they are serving someone renting a film:
therefore 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; furthermore 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 films 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.
Long, detailed sentence
used to analyse effect of
installation.
Evaluative language –
opinion based on
judgeme nts.
Consider
alternatives
and made a
judgeme nt –
a key
feature of
analysing.
Use of
brackets to
add more
information in
to sentence.
Colon used to add
another positive
comme nt – making
the writing more
analytical.
Clause added by
use of hyphen.
G ives sentence
more detail,
making it mo re
analytical.
Literacy in Food Technology– writing to evaluate and explain
Opening
sentence
summarises
content.
Organic foods are foods that have been pr oduced
naturally without the aid of chemical fertili sers or
pesti cides. Organic foods are carefully moni tored
ensuri ng only natural pesticides are used (i f any)
and that there is no contami nati on of th e produ cts.
Neutral tone
– present a
balanced
view
Organic foods are ofte n thought by many to taste
bet ter and provide a higher nutriti onal value. They
are ofte n more expensi ve and are grow n in
controlled condi ti ons.
Key words are
defined.
Organic means when a product i s of a natural
source and was only formed w ith natural
substances e.g. water and sunlight. Furthermore
they are grow n w ithout the ai d of human
i nterventi on. Many people see organic farmi ng as
more envi ronmentally fri endly and feel that a
purer product is formed – with an enhanced flavour
e.g. organic salmon farmi ng, leadi ng to bette r
coloured fish w ith a ri cher flavour.
Complex
sentence
using
brackets to
add more
detail.
Subject
specific
vocabulary
Things that work
Student Literacy
Consultants:
• 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
Things that work: student and parents
building a learning community
(hyperlink to movie files)
Things that work
Talk to think and
write
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Innovation
list, define, tell, describe, identify, show,
label, collect, examine, tabulate, quote,
name, who, when, where
summarize, describe, interpret, contrast,
predict, associate, distinguish, estimate,
differentiate, discuss, extend
apply, demonstrate, calculate, complete,
illustrate, show, solve, examine, modify,
relate, change, classify, experiment,
discover
analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, explain, infer
combine, integrate, modify, rearrange,
substitute, plan, create, design, invent,
what is it?, compose, formulate,
prepare,
generalize, rewrite
assess, decide, rank, grade, test,
measure, recommend, convince, select,
judge, explain, discriminate, support,
conclude, compare
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 +1
in learning
objectives,
mid lesson
plenaries,
self-peer
assessment
and literacy
think
breaks …
Innov ation
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
Things that work
Plenary roles
Plenary roles
The Assessor
The Chair
Use the DLOs and
or level
descriptors to find
any good or
exceptional
progress
Make sure
everyone is
included, listens
well and keep to
time
Handout 1
The Questioner
The Greeter
The Celebr ator
Ask at least three If a guest comes
In the plenary,
open questions
to the room, greet fin d two examples
and two clo sed
them, welc ome
of people working
questions: wh and
them and ask if
well together or
h
you can tell them
producing high
what we are
quali ty learning
learn ing today
Plenary roles
The Literacy
Coordinator
The Learning to
Learn Assessor
The Target leader
The Numeracy
Coordinator
The Emotional
Literacy lea der
Find any two
examp les of
people using high
quali ty language
Find any two
examp les of
people learning
well : how were
they doing this?
Ask any three
people how clo se
they are to their
personal targ et
Find two
examp les of
people using
number well
What emotions
were important
today?
I listen with my ear, my heart
and my undivided attention
above all, curiosity
grahamtyrer@me.com
NLTlitweb
grahamtyrer@me.com