Group Discussion and Interaction gd band 1



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Group Discussion and Interaction

GD

Band 1

Descriptor: Can display a brief interest in an activity e.g. sustains interest in storybook sharing for 5 seconds without reminders


Possible Targets:

  • I like to be in a group for a short time.

  • I choose to do an activity for a short time.

  • I share a book with my teacher for a short time.

IDEAS FOR TEACHING AND LEARNING:




  • Track child to discover activities they are interested in. Take photographs of child engaging in any activity. Teacher to casually engage in conversation about activity to lengthen engagement time.




  • Encourage child to bring objects of interest into school - share with; special person, family group show and tell, circle time. Photograph / video child with object, add to scrapbook / video diary. Display of special objects with photograph and name of child. Teacher model own interests.



  • Use of childs personal photographs, ‘all about me’ collage, my house / my family / interests. Learning journey / timeline zig zag book.





  • Establish interests from parents/carers – home – school record (postcards / books) with last night / today activities


Once interest established


  • Increase time spent on activity using

    • Timers – sand timers (if appropriate)

    • rewards e.g badges / stickers/ stamps etc.

    • work alongside child to extend / enhance activity – ‘Be conversational’ (Foundations of Literacy – P27)

    • Older – peer buddy to engae in activity with child.




  • Modelling of activities with appropriate language to encourage child’s participation




  • Home / school diary with key questions – perhaps using widget symbols/ photos to support




  • Sit alongside doing alternative task and get child to ‘Look!‘ / ’Watch me!’




  • Introduce new activities / objects e.g. noisy toy / interest bag / feely bag / follow my laeder games




  • Objects of reference – use words that directly link what is going to happen e.g. we are going for a walk, put on your shoes and coat (whilst holding shoes and a coat)




  • Offer choices using objects – ‘Do you want to play with the …… or the …….?



Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions



Group Discussion and Interaction


GD

Band 2

Descriptor: Can follow others in simple routines e.g. sitting for a drink, getting a coat for play.

Possible targets:

  • I like to copy others e.g. sitting for a drink, getting a coat for play.

  • I can copy others to get my coat, line up and sit for story time.

IDEAS FOR TEACHING AND LEARNING:




  • Work with a buddy when it is drinks time etc. after a period of time follow instructions without the buddy – prompt to copy initially. Monitors wear special hat / badge to do the job. Photographs of activity (sequence of actions) nearby.




  • Visual timetables / prompts. Structured routine. Landmarks in day – multi-sensory e.g. sing special song when going to sit in circle / go out to play / go home etc




  • Praise to reinforce routines followed, verbalise what has been observed.




  • Prioritise areas of need and target one or two at a time (specific routine / instruction)



  • Copy body movements / action songs. Follow my leader games, Simon says …., copy the action, mime household chores / personal care / animals. Action sequences e.g. stand, clap, wiggle, sit.



  • Giving / taking games – ball throwing /catching. ‘Ready, Steady, Go’ Games. Build a tower of bricks (take turns), place pegs on a board, snap.





  • Hello songs




  • Use puppets to model actions for pupil to copy


Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions





Group Discussion and Interaction

GD

Band 3

Descriptor: Makes attempts to repair misunderstandings without changing the words used, for example, by repeating a word with a different intonation or facial expression. Will join in with actions in well known activity.


Possible targets:

  • I can make people understand what I mean using the tone of my voice and expressions

  • I know when people are happy and sad.

  • I recognise a smile, frown, happy face, angry face.

  • I will join in with the actions in songs and rhymes.




IDEAS FOR TEACHING AND LEARNING:




  • Photographs of expressions- sort/copy. Talk about and give words for emotions / expressions sad, angry, happy

  • Role play of simple play sequences e.g. tea party, getting ready for bed, make a sandwich, dress a doll

  • Modelling of language structures, ‘I would like a ….’ , ‘Please can I have…’, ‘ Can I go to….’


  • Buddy system.

  • Use of Widgit signs to communicate intention.

  • Child to make a request e.g.

    • put favourite object just out of reach on shelf

    • choices of objects of reference, visual cues to facilitate choice making

    • encourage verbalisation of their choices

  • 2 key word phrases using an action word e.g. ‘boy is jumping’. Use different nouns - same verb / same noun – different verb. Use pictures to illustrate.

  • Action rhymes – ‘heads and shoulders’ , ‘when my aunt came back.. ‘ Alice the camel..’ etc

  • Circle time activities – ‘Pass the Teddy’, look up / down change places, Fruit salad, sleeping lions

  • Stories with repetitive refrains / actions. Jack and the Beanstalk, 3 Billy Goats Gruff, Goldilocks.

  • Singing Nursery Rhymes - leave gaps for child to fill in missing words.

  • Singing song at the end of the day – using a feely bag for song choice e.g. child pulls out a scarecrow so group sings ‘ Dingle Dangle scarecrow’ or teapot – ‘I’m a little teapot etc.

  • ‘ I like peas’ – angry voice / sad voice to match emotions / expressions on cards

  • Perform an action for a word ‘ like a…. robot / cat / monkey etc ( ‘More Sparkling Ideas’ – Rebecca Barnes)




Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions




Group Discussion and Interaction


GD

Band 4

Descriptor: Responds to and cooperates with others in group situations, for example, taking turns appropriately in a game such as 'Pass the parcel' with minimal adult prompts


Possible Targets:

  • I can take turns and share with some help e.g. in circle time

  • I can join in with a group independently

  • I work with my friends on my own when we are playing games.

  • When I am playing a game I share and take turns

IDEAS FOR TEACHING AND LEARNING:




  • Social skills group/ activities.




  • Situations to model behaviour.




  • Circle time games e.g. ‘change places if you have… white socks / one brother / a cat etc




  • Teach child to play a game- engage others to play – change pairs of peers to play the game.




  • Divide pieces in puzzle- children to co operate to make puzzle.




  • Small groups have identical puzzles mixed up- trade pieces.




  • Outdoor play e.g. turn taking in simple games




  • Matching sounds – paired instruments




  • Simple lotto games, pairs games




  • Singing Games – ‘Hello song’


  • Music and Rhyme – ‘Pass the instrument’





  • ‘Write Dance’ (Rainbow Riverstone) e.g. children draw patterns on big pieces of paper with a variety of media in unison




Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions





Group Discussion and Interaction

GD

Band 5

Descriptor: Verbally contributes appropriately in small group discussion and role play, taking turns and sharing

Possible targets:

  • I am happy to speak in a small group.

  • I know how to take turns and share.

  • I am happy to role play with my friends

  • I can take turns when I am playing games with my friends.

  • I will talk about things that I like / stories I have heard in a small group

  • In the role play area I talk about the things I am doing

IDEAS FOR TEACHING AND LEARNING:




  • Music. Learn to describe sounds and suggest to others how they might make sounds that would portray different feelings.



  • Use god listening, good sitting, good looking to establish rules of interaction – visual prompts / stickers / praise





  • Use of role play to develop communication skills and to model language – home corner / shop / travel agent / doctors surgery / dentist / school / post office / bus travel etc




  • Playground/PE games, to model group participation e.g. ‘Farmers in the Den’ , ‘Oranges and Lemons’ , tortoise ( 4 children with PE mat – move across room, Pass the flower pot around the circle, Guide blindfolded child around the room etc




  • Small group setting – feely bag, describing objects




  • Answer simple concrete ‘wh’ (who, what, where) questions about picture / story / object (any visual stimulus)




  • Circle time activities e.g.




  • Prop box of small role play resources, photographs, Widgit symbol oral story boards to aid discussion around a topic e.g. visit to the zoo / farm




  • Puppets (finger and hand) linked to story e.g. Little Red Riding Hood



Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions





Group Discussion and Interaction

GD

Band 6

Descriptor: Interacts appropriately with an increasing number of children and adults in large and small groups taking turns, sharing/sustaining conversation for short periods. Takes part in role play with confidence.



Possible targets:

  • I can talk and listen at the right times with my group and with the whole class.

  • I am happy to role play with people in my class.

IDEAS FOR TEACHING AND LEARNING:



  • Extending previous skills (from Thread 1D) from small group to interaction in a larger group / whole class setting




  • Use of social stories to help understand appropriate behaviour ICT – ‘Kartouche’




  • Use of social interaction games / activities e.g. conversation games - I went to the cinema / park / shopping / zoo etc. At the weekend I…Adult models and explores response by child to continue the conversation




  • Use of story bags – Alan Peat.




  • Speech balloons i.e. picture of 2 children, one has speech bubble with question e.g. ‘Where did you go at the weekend?’ Pupils have to respond verbally, adult writes in blank bubble




  • Structuring conversations – teacher modelling with group / class. Use of resources e.g. items in the news to encourage spontaneous discussion / interaction. Work in pairs / small groups.




  • Hot seating




  • Continuing a story around the group / class




  • Chinese whispers



Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions





Group Discussion and Interaction

GD

Band 7

Descriptor: Initiates basic conversation with familiar adults and peers e.g. ‘Look what I’ve done,’ ‘What are you doing?’

Possible targets:

  • I like to talk to people I know and ask questions e.g. ‘Look what I’ve done,’ ‘What are you doing?’

  • I will start a conversation with an adult about what I am doing

  • I can join in a group game to share information e.g. circle time




IDEAS FOR TEACHING AND LEARNING:

Extend ideas from Thread 1E




  • Group stories- Each person adds a sentence to continue the story.

  • Provide pupil with regular job to increase self- esteem e.g. peer buddies

  • Take a message to another adult – modelling of format

  • In SULP group, adult models question then child asks his neighbour

  • Talk partners – child listens to partner and recounts to group e.g. favourite foods / games / animals / tv programme / what makes them happy / sad etc

  • Show and Tell



Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions





Group Discussion and Interaction

GD

Band 8

Descriptor: In a small group, holds short simple conversation, conveying meaning, giving relevant and interesting information to the listener.


Possible targets:

  • I like to talk to people I know and ask questions e.g. ‘Look what I’ve done,’ ‘What are you doing?’

  • I can share information with my group

  • When I am talking about a story I can use descriptions and interesting words

IDEAS FOR TEACHING AND LEARNING:




  • Science: working collaboratively in planning, predicting and copying out an investigative task in science about growing plants.




  • First Steps Oracy – Group Roles.




  • Use of drama – based on favourite TV programme.




  • Hot seating




  • What am I? (verbal reasoning activity)




  • SULP group activities – giving opinions (Pam (C/AT) SULP games)




  • Picture storytelling – using picture sequences, photographs, topics etc. Talk to talking partner about the story, encourage description details of characters / events


  • Provide opportunities for pupils to express opinions to their talking partner e.g. tv programmes, visits, news items (happy evens / disasters)




  • Sharing information e.g.each child has a piece of information to complete a task e.g. reconstruct a poem




  • What if? Scenarios. Use sequence of picture prompts to encourage discussion of a situation e.g. child fallen in the ice




  • Act as news reporters recounting events in TV programmes / match reports / school trips




Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions




Group Discussion and Interaction

GD

Band 9

Descriptor: Communicates clearly about matters of interest, taking turns in a range of situations or groups.

Possible Targets:

  • I can talk with, and listen to, people about things we like.

  • I can clearly express my knowledge about a topic in a group.

  • I can express an opinion clearly about an event or book

IDEAS FOR TEACHING AND LEARNING:



  • PSHE/ Citizenship e.g. working towards participating in a description about what type of new playground equipment should be chosen for the school.





  • Modelling question/ answer sessions e.g. interviews / hot seating




  • Use of specific social situations for modelling e.g. going to a party or joining a club where you don’t know many people




  • First Steps Oracy – group roles (specific examples)




  • Oral Consequences game.










  • News telling (First steps) – personal, local, national




  • Informal debates – hypothetical arguments e.g. school uniform or not? / mobiles in school? / banning sweets in school etc




  • Establishing class rules as a group




  • Brainstorming in a range of different groups




  • Provide pupils opportunities to work in a variety of groupings to plan an activity e.g. planning a school party / organise a school trip or exhibition




  • ‘Question Time’ framework – establish a panel, several speakers and a chairperson. Invite questions from the ‘audience’ i.e. rest of group




  • Role play conversations related to appropriate / inappropriate behaviour


Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions


Group Discussion and Interaction


GD

Band 10

Descriptor: Consistently makes meaningful contributions directly linked to the topic of conversation in larger groups (8+)


Possible Targets:

  • I can join in with what others are saying when there are 8 or more people in a group.

IDEAS FOR TEACHING AND LEARNING:

Activities extended to a larger group setting

  • PSHE/ Citizenship e.g. working towards participating in a description about what type of new playground equipment should be chosen for the school.




  • Modelling question/ answer sessions e.g. interviews / hot seating




  • Use of specific social situations for modelling e.g. going to a party or joining a club where you don’t know many people




  • First Steps Oracy – group roles (specific examples)




  • Oral Consequences game.




  • Talk Partners – explain how to play a game or make something




  • Curriculum related discussions




  • News telling (First steps) – personal, local, national



  • Informal debates – hypothetical arguments e.g. school uniform or not? / mobiles in school? / banning sweets in school etc





  • Establishing class rules as a group




  • Brainstorming in a range of different groups




  • Provide pupils opportunities to work in a variety of groupings to plan an activity e.g. planning a school party / organise a school trip or exhibition




  • ‘Question Time’ framework – establish a panel, several speakers and a chairperson. Invite questions from the ‘audience’ i.e. rest of group




  • Role play conversations related to appropriate / inappropriate behaviour



  • First steps- Oracy – group management participation idea.




  • Use of cliff-hangers where pupils can decide what will happen next.




  • Making videos i.e. drama




  • Speaking and listening frames







  • ‘Getting inside’ different characters, using familiar stories e.g. ’How did the wolf feel in Red Riding Hood? / How did the troll feel in 3 Billy Goats Gruff? Etc




  • Rephrasing another pupils opinions, to enable pupil to follow what others are saying so that they respond appropriately e.g. teacher models this process with TA



Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions


Group Discussion and Interaction


GD

Band 11

Descriptor: Makes verbal comments to maintain conversations and the listener’s interest.


Possible Targets:

IDEAS FOR TEACHING AND LEARNING:

  • PSHE/ Citizenship e.g. working towards participating in a description about what type of new playground equipment should be chosen for the school.




  • Modelling question/ answer sessions e.g. interviews / hot seating




  • Use of specific social situations for modelling e.g. going to a party or joining a club where you don’t know many people




  • First Steps Oracy – group roles (specific examples)




  • Oral Consequences game.




  • Talk Partners – explain how to play a game or make something




  • Curriculum related discussions




  • News telling (First steps) – personal, local, national




  • Informal debates – hypothetical arguments e.g. school uniform or not? / mobiles in school? / banning sweets in school etc




  • Establishing class rules as a group




  • Brainstorming in a range of different groups




  • Provide pupils opportunities to work in a variety of groupings to plan an activity e.g. planning a school party / organise a school trip or exhibition




  • ‘Question Time’ framework – establish a panel, several speakers and a chairperson. Invite questions from the ‘audience’ i.e. rest of group




  • Role play conversations related to appropriate / inappropriate behaviour



  • First steps- Oracy – group management participation idea.




  • Use of cliff-hangers where pupils can decide what will happen next.




  • Making videos i.e. drama




  • Speaking and listening frames




  • Pre-tutoring and rehearsing questions for a discussion




  • ‘Getting inside’ different characters, using familiar stories e.g. ’How did the wolf feel in Red Riding Hood? / How did the troll feel in 3 Billy Goats Gruff? Etc




  • Rephrasing another pupils opinions, to enable pupil to follow what others are saying so that they respond appropriately e.g. teacher models this process with TA




  • Modelling, practising participation in a discussion




  • Repair strategies




  • Give pupils prompt cards of communication ‘rules’ e.g. First steps resource book p43 and 47




  • Role play / drama e.g. giving messages, presentation, interview


  • Partner work e.g. shared jobs, joint practical / art work, science investigations, library research, maths problem solving, mapping activities





  • First steps p22 – discussion activities / p31 – establishing designated group roles




Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions




Group Discussion and Interaction

GD

Band 12

Descriptor: Communicate with less familiar people on a range of topics. Adds appropriate information for the listener.


Possible Targets:

IDEAS FOR TEACHING AND LEARNING:

Provide opportunities through groupings and activity for pupils to interact with unfamiliar people e.g.

      • Envoys: Once groups have carried out a task, one person from each group is selected as an envoy and moves to a new group to summarise and explain, and to find out what the new group decided. The envoy then returns to the original group and feeds back.


      • Rainbow groups: After small groups have discussed together, pupils are given a number or colour. Pupils with the same number or colour join up, making groups comprising representatives of each original group. In their new group, pupils take it in turns to report back on the work/decisions of the original group.




      • Give pupils prompt cards of communication ‘rules’ e.g. First steps resource book p43 and 47

      • Role play / drama e.g. giving messages, presentation, interview

      • Partner work e.g. shared jobs, joint practical / art work, science investigations, library research, maths problem solving, mapping activities



Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions





Group Discussion and Interaction

GD

Band 13

Descriptor: Beginning to talk confidently in different contexts. Can explain and communicate ideas.

Possible targets:

    • I can talk confidently in a range of situations.

    • I can explain my thoughts and ideas to others clearly.




IDEAS FOR TEACHING AND LEARNING:


Grouping suggestions to encourage interaction:

Pair talk: use to recall previous learning, generate questions, planning a piece of writing, telling a story. Ideal for rehearsal of ideas before presenting to whole class. Use pairs to promote response partners.
Pairs to fours: pairs join to explain and compare notes and ideas. Makes it possible to quickly mix groupings into boy/girl, different abilities.
Listening triads: In groups of three, each pupil takes on the role of either talker, questioner or recorder. Talker explains or comments; questioner prompts and seeks clarification; recorder makes notes and gives report at end of conversation.
Envoys: Once groups have carried out a task, one person from each group is selected as an envoy and moves to a new group to summarise and explain, and to find out what the new group decided. The envoy then returns to the original group and feeds back.
Snowball: Pairs discuss an issue or brainstorm ideas, then double up to fours to continue the process, then into groups of eight to compare and sort ideas or agree a course of action. Finally, whole class is drawn together and spokespersons for each group of eight feed back key points.
Rainbow groups: After small groups have discussed together, pupils are given a number or colour. Pupils with the same number or colour join up, making groups comprising representatives of each original group. In their new group, pupils take it in turns to report back on the work/decisions of the original group.

Use framework with headings: When? Who? Where? What? Why? to scaffold talk

Prepare short presentation/Powerpoint to give to group of peers – other pupils to peer assess against simple checklist

Produce poster for an event or to explain a process and present to others
Using a familiar text the following strategies could be used to stimulate discussion in small groups

Freeze-frame: pupil/adult selects a key moment from a text and creates a still picture to represent or recreate it. Discuss what the still represents and why. Groups view and evaluate/comment
Thought-tapping: on a given signal, e.g. a tap on the shoulder from the teacher, pupils speak aloud private thoughts and reactions of a character in role.
Role on the wall: draw an outline of a character on a large sheet of paper. Pupils build up a picture of the character by writing key words and phrases inside the outline. The teaching focus is on justifying the words that are written by reference to the text or situation.
Hot-seating: One person takes on the role of a character being studied; others plan and ask questions and the pupil responds in role.
Transporting a character: In groups, pupils transport a character to a different place/time or to interact with a different set of characters, e.g. transporting into a chat show or a trial.



Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions




Group Discussion and Interaction

GD

Band 14

Descriptor: Can speak in sustained turns in a variety of contexts. Is beginning to take on different roles in pairs or small groups.


Possible targets:

  • When it is my turn in a discussion I can talk about the topic / idea for a reasonable length of time.

  • I can talk about a topic or idea in a variety of situations.

  • I am beginning to take on different roles in pairs or small groups e.g. leader, organiser, clarifier, summariser.

IDEAS FOR TEACHING AND LEARNING:


Grouping suggestions to encourage interaction:

Pair talk: use to recall previous learning, generate questions, planning a piece of writing, telling a story. Ideal for rehearsal of ideas before presenting to whole class. Use pairs to promote response partners.
Pairs to fours: pairs join to explain and compare notes and ideas. Makes it possible to quickly mix groupings into boy/girl, different abilities.
Listening triads: In groups of three, each pupil takes on the role of either talker, questioner or recorder. Talker explains or comments; questioner prompts and seeks clarification; recorder makes notes and gives report at end of conversation.
Envoys: Once groups have carried out a task, one person from each group is selected as an envoy and moves to a new group to summarise and explain, and to find out what the new group decided. The envoy then returns to the original group and feeds back.
Snowball: Pairs discuss an issue or brainstorm ideas, then double up to fours to continue the process, then into groups of eight to compare and sort ideas or agree a course of action. Finally, whole class is drawn together and spokespersons for each group of eight feed back key points.

Rainbow groups: After small groups have discussed together, pupils are given a number or colour. Pupils with the same number or colour join up, making groups comprising representatives of each original group. In their new group, pupils take it in turns to report back on the work/decisions of the original group.




  • Practise giving 15 second/30 second/60 second talks on a topic, building up the detail each time.




  • ‘Just a Minute’ (Radio 4) – Pupils to talk on a topic without hesitation / deviation / repetition for 1 minute.




  • Use framework with headings: When? Who? Where? What? Why? to scaffold talk




  • Prepare short presentation/Powerpoint to give to group of peers – other pupils to peer assess against simple checklist




  • Provide prompts (cards with visual prompt) for pupils to self-evaluate their contribution to group discussions e.g.

    • Did you listen to others well (eyes on speaker, hands still, brain thinking)?

    • Did you ask a question?

    • Did you think of an answer?

    • Did you use the time wisely talking and listening and thinking about the topic given?




  • Provide opportunities for pupils to take on different roles in group discussion with visual prompts e.g. using Reciprocal Reading techniques of organiser, questioner, clarifier, and summariser.



Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions





Group Discussion and Interaction

GD

Band 15

Descriptor: Can talk in extended turns in a range of contexts. Can take on different roles in a discussion e.g. hot seating activities. Able to work with a group towards a shared goal, evaluating and modifying ideas


Possible targets:

  • When it is my turn in a discussion I can talk about the topic / idea for an extended length of time.

  • I can take on different roles in a whole class discussion e.g. interviewer or interviewee in hot seating activities.

  • I can work with a small group and share and adapt ideas.




IDEAS FOR TEACHING AND LEARNING:



  • P
    Grouping suggestions to encourage interaction:

    Pair talk: use to recall previous learning, generate questions, planning a piece of writing, telling a story. Ideal for rehearsal of ideas before presenting to whole class. Use pairs to promote response partners.
    Pairs to fours: pairs join to explain and compare notes and ideas. Makes it possible to quickly mix groupings into boy/girl, different abilities.
    Listening triads: In groups of three, each pupil takes on the role of either talker, questioner or recorder. Talker explains or comments; questioner prompts and seeks clarification; recorder makes notes and gives report at end of conversation.
    Envoys: Once groups have carried out a task, one person from each group is selected as an envoy and moves to a new group to summarise and explain, and to find out what the new group decided. The envoy then returns to the original group and feeds back.

    Snowball: Pairs discuss an issue or brainstorm ideas, then double up to fours to continue the process, then into groups of eight to compare and sort ideas or agree a course of action. Finally, whole class is drawn together and spokespersons for each group of eight feed back key points.

    Rainbow groups: After small groups have discussed together, pupils are given a number or colour. Pupils with the same number or colour join up, making groups comprising representatives of each original group. In their new group, pupils take it in turns to report back on the work/decisions of the original group.
    ractise using helpful prompt phrases for taking turns in discussion e.g. I agree with …because…; I can see what you’re saying but….; a new point I want to make is…; to sum up, we seem to be saying that….


  • Practise giving 15 second/30 second/60 second talks on a topic, building up the detail each time.




Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions




Group Discussion and Interaction

GD

Band 16

Descriptor: Works cooperatively for sustained periods in a range of groups, including and responding to all members of the group. Confidently contributes, listens and responds to whole class discussions.



Possible targets:

  • I can work in a range of groups and co-operate with other people to discuss a topic.

  • I can work well in different groups, sharing my ideas and responding appropriately to the ideas of others.
  • I join in class discussions with confidence.


  • I am happy to share my ideas in whole class discussions.




IDEAS FOR TEACHING AND LEARNING:


Grouping suggestions to encourage interaction:

Pair talk: use to recall previous learning, generate questions, planning a piece of writing, telling a story. Ideal for rehearsal of ideas before presenting to whole class. Use pairs to promote response partners.
Pairs to fours: pairs join to explain and compare notes and ideas. Makes it possible to quickly mix groupings into boy/girl, different abilities.
Listening triads: In groups of three, each pupil takes on the role of either talker, questioner or recorder. Talker explains or comments; questioner prompts and seeks clarification; recorder makes notes and gives report at end of conversation.
Envoys: Once groups have carried out a task, one person from each group is selected as an envoy and moves to a new group to summarise and explain, and to find out what the new group decided. The envoy then returns to the original group and feeds back.
Snowball: Pairs discuss an issue or brainstorm ideas, then double up to fours to continue the process, then into groups of eight to compare and sort ideas or agree a course of action. Finally, whole class is drawn together and spokespersons for each group of eight feed back key points.
Rainbow groups: After small groups have discussed together, pupils are given a number or colour. Pupils with the same number or colour join up, making groups comprising representatives of each original group. In their new group, pupils take it in turns to report back on the work/decisions of the original group.


Talk Partners’ and SULP groups are appropriate for this thread as WAVE 3 interventions




© Pupil and School Support / Birmingham City Council 2013





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