19/07/2019

Day 3, Session 1
Speaking skills in the new curriculum

By the end of this session participants will be able to…

• Explain the Speaking Learning Standards in the
Curriculum Framework
• Consider suitable strategies for implementing support
activities with Year 4 teaching materials
• Discuss differentiation strategies
• Reflect on the session and identify key points of learning
D3.S1.1

Starter: Crossword

• With a partner, complete the crossword on

Handout D3.S1.H1
• Then check your answers with other participants
at your table.

D3.S1.2

Speaking Learning Standards in the Curriculum

Framework

• You will be allocated one or two Speaking Learning

Standards to look at (see Handout D3.S1.H2).
• Be ready to explain the Learning Standard(s), the
associated challenges for pupils, and the solutions
that teachers can plan for in your own words.

D3.S1.3

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Discussion activities for encouraging speaking

• Look at the Speaking activities in Unit 1 of the Year 4

textbook, Year 4 textbook. Look in particular at these
activities:
– Activity 3, Page 5
– Activity 5, Page 7
– Activity 1, Page 10
• Identify opportunities to modify activities or add support
activities (e.g. pyramid discussions, communication
regulators) in Speaking lessons based on this material.
• Refer to Handout D2.S4.H1: Pyramid discussions and
Handout D2.S4.H6: Communication regulators. D3.S1.4

Differentiation strategies: outcomes (or targets)

By the end of the lesson, pupils

will have improved their use of
commas by completing all three
practice exercises on comma
usage.

Pupils improve their use of

commas.
D3.S1.5

Differentiation strategies: outcome (or targets)

• Look through the examples of targets in

Handout D3.S1.H3.
• For each target, adapt the tasks to
become achievable for:
– the more proficient pupils
– the less proficient pupils

D3.S1.6

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Differentiation strategies: learning preferences and needs

In groups, discuss the following question:

• How can you create a cooperative
learning environment in class?

D3.S1.7

Differentiation: Ways to encourage mixing learning preferences

• When you talk to pupils, use ‘we’, ‘us’ and ‘our’ rather
than ‘I’, ’you’ and ‘your’ to encourage teamwork spirit.
• Get feedback from pupils on their learning and how well
a lesson has gone (e.g. with exit cards).
• Establish a learning contract or ground rules together
with pupils.
• Get to know your pupils as individuals.
• Use C3B4ME (See Three Before Me).

D3.S1.8

Differentiation: Ways to encourage mixing learning preferences

• Do not allow pupils to criticise each other.

• Promote a growth mindset and model this by
praising effort :
– ‘You mean you don’t know yet’
– ‘Don’t say no — have a go’
– You’re learning to…’.

D3.S1.9

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Differentiation: Ways to encourage mixing learning preferences

• Try out different ways of grouping pupils:

– pupils grouped according to reading level
– each pupil has a different role (ideas person, chair
person, timekeeper, resource gatherer, envoy, scribe)
– some pupils become experts in a topic or area and teach
this to the rest of the class
– pupils choose who to work with or choose the aspect of
the topic they want to work on.

Some ideas from: Sue Cowley, The Seven T’s of Differentiation (Sue Cowley Books, 2013)

D3.S1.10

Plenary: Reflecting on your learning

Think on your own:

• What was the most important thing
you learnt in this session?
Pair:
• Compare your ideas.
Share!
• Be ready to tell us your ideas.
D3.S1.11

Day 3, Session 2
Create a lesson plan for a Speaking lesson

By the end of this session participants will be able to…

• Use the curriculum documents in lesson planning
• Write learning objectives
• Adapt materials if required
• Apply relevant formative assessment and differentiation
strategies

D3.S2.1

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Starter: Taboo cards

• Work in pairs. One person has the Set A cards

and the other has Set B.
• Take it in turns to describe the mystery word in
bold at the top of each card. You must not say
the other words printed below.
• No rhyming words can be given. No hand
motions or gestures.

D3.S2.2

Reflecting on the first micro-teaching session

• Have you checked the sample Listening lesson plan

from Day 2? (Handout D2.S3.H3)
• How does it compare to your lesson plans?
Think…
• Do your learning objectives help achieve the learning
standards?
• Can you point out where in the lesson delivery section
you achieved the main and complementary skills?

D3.S2.3

Creating lesson plans for a Speaking lesson

• In your groups, work on preparing a Speaking lesson

based on information provided about activities in the
textbook and Curriculum Framework.
• In the next session, if your group is chosen, you will then
individually deliver about 5 minutes of the lesson as part of
your group’s micro-teaching session of 15–20 minutes.

D3.S2.4

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Creating lesson plans for a Speaking lesson

• Use these resources:

– Lesson plan template (Handout D3.S2.H2)
– Related information, Content & Learning Standards
(Handout D3.S2.H3)
– Speaking activity material from Year 4 textbook
(Student’s Book p.7, Activity 5 and Teacher’s Book
p.20–21)
• Remember! You may need to extend the activities in the
textbook in order to achieve the main and complementary
skills.
• Please ask for assistance if you need it. You can also help
and support each other. D3.S2.5

Plenary: 5-5-1

Summarise Session 2 in 5 sentences.

Reduce to 5 words.

Now to 1 word.

D3.S2.6

Day 3, Session 3
Micro-teaching and feedback

By the end of this session participants will be able to…

• Deliver micro-teaching sessions
• Provide constructive feedback, focusing on formative
assessment and differentiation strategies applied

D3.S3.1

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Starter: Reflecting on your lesson plans

 Go through your lesson plans for Speaking.

Helpful Tips D3.S3.H1 which will help you reflect on
Use Handout
your lesson plans.

D3.S3.2

Micro-teaches

• Three group’s lessons.

• Each group’s micro-teach15–20 minutes.
• Use Handout D3.S3.H2: Micro-teaching evaluation form to
record your evaluation of each micro-teaching session.

D3.S3.3

Micro-teaching advice clinic

• In your groups you are going to share, compare and record

feedback on each of the micro-teaching sessions.
• Use the ‘medals and missions’ model to formulate your
feedback.
• Complete an advice clinic form (Handout D3.S3.H3) for
each group that micro-taught a lesson.

D3.S3.4

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Day 3, Session 4
Classroom management in language lessons – Part 2:
consolidation of learning from the training

By the end of this session participants will be able to…

• Analyse strategies to respond to varying learning abilities
and levels in large classes
• Share ideas for managing providing feedback in large
classes
• Explore ways to involve pupils in their own feedback and
progress
• Review own learning from the training so far D3.S4.1

Starter: The necessary nine of formative assessment

• On Handout D3.S4.H1 there are nine

necessary strategies for formative
assessment.
• Work with a partner to match each strategy
to its definition.
• Fast finishers can move to another group
to offer help.

D3.S4.2

Starter: The necessary nine of formative assessment

• When you have finished matching the terms and their

definitions, decide which strategies link with these
questions:
– Where are we going?
– Where is each pupil now?
– How do we get there?

D3.S4.3

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Types of differentiation
Look at the following list of words and phrases. Discuss in
your groups which 7 are differentiation strategies.

• Check your answers by matching the words/phrases with

their explanation on Handout D3.S4.H2.
D3.S4.4

Using differentiation strategies

In your groups, discuss the following question:

Which differentiation strategy/strategies

do you want to try out the most and why?

D3.S4.5

Strategies for providing feedback in large classes

In your groups:
• Each person takes it in turn to be
placed in the hot-seat for 1 minute and
answers questions from the other
members of the group on this topic:
– Managing and providing feedback
in large classes
• The group members can only listen
and ask questions.
• Someone needs to be a timekeeper. D3.S4.6

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Strategies for providing feedback in large classes

• Provide model answers

Prepare a feedback sheet with a list of the most common
problems along with an explanation/model answer.
• Use key questions and quick scans
Key questions that teachers ask within the flow of a lesson
to check pupils’ understanding before moving on.
• Focus on selected pupils
Plan in each lesson to focus on a few selected pupils; over
the course of a sequence of lessons ensure all pupils have
received individual feedback.
D3.S4.7

Strategies for providing feedback in large classes

• Use self- and peer assessment

Involve pupils in the process of feedback by using self-and
peer assessment.
• Use silent pointing and gesturing
Draw a correction table on the board. While pupils are
talking, point to the type of mistake, giving pupils a chance
to self-correct.

D3.S4.8

Involving pupils in their feedback and progress

• Work in groups of four. Each person has a letter:

A, B, C or D.
• Take it in turns to talk about how you can involve
pupils in their own feedback and progress.
• No one can talk for more than 1 minute in total
and there needs to be a timekeeper.
• Listeners can ask for clarification if needed.
• Use Handout D3.S4.H4 for recording ideas.

D3.S4.9

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Involving pupils in their feedback and progress

Individual Learning Plans (ILPs) are a way to record target-setting and

ensure pupils are involved in their feedback and progress. ILPs often have
three sections: the learning target (which needs to be SMART); the
planned action(s) to achieve the target; and an opportunity for the pupil to
review or evaluate their progress.
They need to be written in pupil-friendly language, or could be in L1 if
necessary.

SMART Target
Action(s) to achieve target
Review/evaluation of progress
D3.S4.10

Involving pupils in their feedback and progress

Use self-assessment to involve pupils in the process of
feedback:
• 'Find one example you are really proud of and circle it. Tell the
person next to you why you are pleased with it.’
• ‘Decide with your partner which of the success criteria you
have been most successful with, and which one needs help or
could be taken even further.’
• 'You have 5 minutes to find one place where you could
improve. Write your improvement at the bottom of your work.’
Remember to use pupil-friendly language, or pupils’ L1 if
necessary.
D3.S4.11

Involving pupils in their feedback and progress

Ask pupils to keep a learning log at the end of a lesson or
sequence of lessons.
Pupils record responses to questions about what went well in
their learning and what could be even better, using a variety
of increasingly open-ended prompts so that a pupil can
choose two or three to respond to:
– What was easy? What did you enjoy?
– What was hard for you to do?
– How did you know this was the right answer?
– What would you do differently next time?
D3.S4.12

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Consolidation of learning from the training so far

• You have a board game (Handout

D3.S4.H5), dice and counters. Choose a
timekeeper and a score keeper for your
group.
• Put the counters at the ‘start’ and take it in
turns to throw the dice.
• Move your counter and follow the instruction
given on the board game. There are
question cards for you to use.
D3.S4.13

Learning journal

• On your own, write up your third learning

journal entry.
• Question prompts are provided on Handout
D3.S4.H6.

D3.S4.14

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