Group Talk Feedback – A focus on the individual Literacy Toolkit HGIOS 5.2 – Teaching for Effective learning 5.4 – Assessment for Learning The notes section in each presentation is primarily for the facilitator, indicating additional requirements or information. Please go to the following link for further info. www.journeytoexcellence.org.uk/about/keydocuments/part3.asp Group Talk Feedback – A focus on the individual The objective of this PPT is to explore differing opinions which practitioners have with regards to providing effective individual feedback within a group talk. This PPT will address the following Quality Indicators from HGIOS 3 QI 5.2 Teaching for effective learning The learning climate and teaching approaches Teacher-pupil interaction including learners’ engagement Clarity and purposefulness of dialogue Judgements made in the course of teaching QI 5.4 Assessment for learning Assessment approaches Planning learning experiences and activities Use of assessment information to identify and plan future learning Arrangements for recording and reporting

Group Talk Feedback – A focus on the individual Literacy Toolkit Agenda Activity 1 – Introduction / Starter Activity (5 mins) Activity 2 – How’s it going / feedback (10-20 mins) Activity 3 – New Learning (25-40 mins) Activity 4 – Personal Action Planning (10 mins) Activity 5 – Summary of Learning (5 mins) This agenda is fixed and is the same for every presentation in the toolkit.

Group Talk Feedback – A focus on the individual Literacy Toolkit Activity 1: Voice on the table In a maximum of 1 minute, share your response to the following: Think of a lesson in which someone said something that made you laugh or smile . . . What made you laugh or smile – the actual content of what was said, or the way in which it was delivered? To start the session choose an activity which is non-judgemental and everyone can contribute. “Think of something that happened in a lesson that made you smile. You have 30 seconds per teacher to tell the group what it is. No teacher can ‘pass” The facilitator should model by providing an example The role of the teachers when it is not their turn is active listening You may use a stopwatch Choose respondents-everyone must be involved in this activity Max 5 Minutes for this activity

Group Talk Feedback – A focus on the individual Literacy Toolkit Reflecting on performance – teacher led This clip looks at talking feedback, using a peer assessment approach facilitated by the teacher. P4 pupils discuss their performance in a discussion task with their teacher. The discussion has been filmed, they have watched it back and have reviewed it. 'Reflecting on Performance' The following video is from the Education Scotland website and can be accessed on http://www.educationscotland.gov.uk/video/s/video_tcm4746922.asp This clip looks at talking feedback, using a peer assessment approach facilitated by the teacher. The group should be given the opportunity to discuss - How does this compare to how we are currently supporting self, peer and teacher assessment within our classroom practice in talk activities? This question is to be posed by the facilitator – pairs and trios should be given time to discuss. 5-10 minutes How does this compare to how we are currently supporting self, peer and teacher assessment within our classroom practice in talk activities?

SSLN: Pupil Council Meeting Group Talk Feedback – A focus on the individual Literacy Toolkit Activity 2: How’s it going? SSLN: Pupil Council Meeting Was this a good talk/ group discussion? Who contributed positively/negatively to the discussion? How did they do so? The facilitator should pose the following questions to the group, in preparation for viewing the video: Was this a good talk/ group discussion? Who contributed positively/negatively to the discussion? How did they do so? Staff should watch the video which shows learners taking part in group discussion about homework. Staff should be given time to discuss in pairs, responses to be shared with the group. Participants may have varying ideas as to what makes a ‘good’ individual contribution to a talk/ group discussion. During the feedback aspects such as volume, eye-contact and captivating content should be acknowledged, as this will be a preparatory discussion for the next task. 15 minutes

Group Talk Feedback – A focus on the individual Literacy Toolkit Activity 3: New Learning SSLN - Rainforest Choose an individual from the discussion: What feedback would you give him/her? - Remember to include strengths and next steps The participants, in pairs, should choose one individual that they are going to follow whilst viewing the video. They should make notes on any strengths and next steps. What feedback would you give him/her? - Remember to include strengths and next steps Time to discuss their feedback should be given, and this should be shared with the group. Some of the qualities of an effective individual contribution may include: Makes at least one positive contribution – verbal or non-verbal Builds on the ideas of another Shows awareness of the appropriate time to contribute Ask questions to clarify Understands task and purpose of talk – stays on tasks Acknowledges one another Shows respect for one another Actively encourage all group members to contribute Offers a relevant new idea 10 - 15 minutes

Group Talk Feedback – A focus on the individual Literacy Toolkit Activity 4: Personal Action Planning Over the coming weeks, during group discussions choose one or two elements that you are going to explore and evaluate in giving feedback to individuals. Bring back your findings to the next session Using the Personal Action plan sheet each teacher chooses one or two elements s/he is going to explore and use during the next month. This may involve doing more of some things and less of others and teachers may need pushing on this. Activity 4: Personal Action Planning Have copies of My Personal Action Plan ready to distribute Pair-share: two minutes sharing your plan with your partner then swap. Randomly choose two or three teachers to share with the group what their partner is planning 10 - 15 minutes

Group Talk Feedback – A focus on the individual Literacy Toolkit Activity 5: Summary of Learning Write your name on the card or post-it and something you have learned today, or reflected upon, which will have a positive impact on your practice. Leave your card or post-it on your way out. EXIT CARDS Distribute exit cards( pieces of card or post its) and ask each member to write their name on the card and one thing that they learned in the workshop on the card. Collect in the exit cards. Read through the cards so that you can feedback to the group at the start of the next workshop. 5 minutes

Group Talk Feedback – A focus on the individual Literacy Toolkit Follow up links: SSLN - Listening and Talking FOLLOW UP LINKS The facilitator should refer participants to the follow up links which can be accessed independently for further information. Education Scotland - Assessment Journey to Excellence - Assessment