1. Transforming lives through learningDocument title SSLN (Literacy) Professional Learning Workshops Learning, Teaching and Assessment - Group Discussion

2. Transforming lives through learningDocument title Before you continue… It is recommended that you complete Education Scotland’s workshops on Assessing Progress and Achievement. http://www.educationscotlan d.gov.uk/learningandteachin g/assessment/progressandac hievement/workshopmaterial s/index.asp

3. Transforming lives through learningDocument title Resources To complete this workshop each participant will need:  Handout: listening skillslistening skills  Handout: Literacy and English Progression FrameworkLiteracy and English Progression Framework  Notes sheet: Progression in listening and talkingProgression in listening and talking  Reflection and planning sheet Reflection and planning sheet

4. Transforming lives through learningDocument title Introduction to SSLN (Literacy) Professional Learning Workshops Welcome to the SSLN (Literacy) Professional Learning Workshops. These workshops are designed to support practitioners with the areas for development identified by the survey. Before using this material you may wish to view the results of the survey in the Scottish Government report.Scottish Government report This workshop focuses on group discussion. There are additional workshops available for writing and reading. The material in each workshop is taken from Education Scotland’s SSLN (Literacy) online Professional Learning Resources.SSLN (Literacy) online Professional Learning Resources

5. Transforming lives through learningDocument title SSLN (Literacy) 2014 Group Discussion – Professional Learning Workshop Purposes of this workshop :  To reflect on current practice in the learning and teaching of listening and discussion skills in your establishment  To develop practitioners’ understanding and skills in this area in order to improve learners’ attainment.

6. Transforming lives through learningDocument title Outline of workshop FocusSlidesTime (approx) Part 1Listening skills8-1430 – 45 mins Part 2Discussion skills14-2130 – 45 mins Part 3Optional Activity21-2545 – 1 hour Part 4Reflection and Planning2710 mins

7. Transforming lives through learningDocument title LISTENING SKILLS

8. Transforming lives through learningDocument title Skills in listening and talking are the building blocks for developing wider literacy. http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacydiscussionnew/literacydiscussionsupport/introduction.asp

9. Transforming lives through learningDocument title

10. Transforming lives through learningDocument title Active listening strategies such as using body language, asking questions, paraphrasing, and summarising can be modelled for learners. Learners need to know what good listening looks and feels like. Make a list of the activities that you use, in the classroom, to support learners to develop their listening skills.

11. Transforming lives through learningDocument title Listening skills  Discuss which of the skills are part of your everyday learning and teaching?  Which are not?  What changes can you easily make in your practice to ensure that learners get experience of using the full range of strategies? Before ListeningDuring ListeningAfter Listening Predict the likely course of the discussion Ask questionsSummarise main points Ask questions about the task or research the topic Link discussion points to previous knowledge Evaluate the effectiveness of discussion Make notes to clarify ideasClarify or challenge the contributions of others Create a text representing key ideas or decisions State a viewpointBuild on and develop other contributions Explain why your point of view has or has not changed.

12. Transforming lives through learningDocument title First LevelSecond LevelThird Level Selects and discusses a range of texts, giving a personal response. Selects and discusses a range of texts, justifying personal preference. Engages respectfully with others in different contexts by responding, questioning and contributing appropriately. Engages respectfully with others in different contexts by responding, questioning, contributing appropriately and building on ideas. Engages respectfully with others in different contexts by responding, questioning, contributing appropriately, building upon, and challenging opinions and ideas. Demonstrates a range of verbal and non -verbal skills when interacting with or presenting to others. Demonstrates a range of verbal and non- verbal skills, adapting to the needs of a range of audiences. Communicates clearly and confidently using appropriate language and register, verbal and non-verbal skills as appropriate to purpose and audience. Plans and creates spoken texts and delivers to a variety of audiences. Plans and creates spoken texts with increasing confidence and delivers to a variety of audiences. Asks and answers a range of questions to inform understanding of a variety of texts. Asks and answers a range of questions to inform critical understanding of texts. Asks and answers with evidence a range of questions to inform critical understanding of texts. Recognises the difference between fact and opinion and is developing an informed view. Recognises persuasive language and is starting to question the reliability of sources. Recognises persuasive techniques, and questions the reliability and relevance of sources with increasing independence. Identifies and discusses the main features of texts, makes notes under given headings, using these to create texts. Identifies and discusses the main features of texts, makes and organises notes, using these to create texts appropriate to audience and purpose Compares a variety of texts, makes and organises notes, using these to create texts appropriate to audience and purpose. Using the learning statements in the Progression Framework, highlight the listening skills for the level you are currently teaching.

13. Transforming lives through learningDocument title Pupil Council Meeting – Muga Pitch Video on Group discussion workshop page.Group discussion workshop 1.In what ways can you see the learners applying listening skills? 2.What might the next steps be for these learners and how might you create opportunities for them to develop and apply these skills across learning?

14. Transforming lives through learningDocument title DISCUSSION SKILLS

15. Transforming lives through learningDocument title Our ability to communicate is fundamental and underpins everything else – making friends, forming relationships and achieving at school. In the 21 st century being able to talk, listen and express yourself are vital life skills, yet in the UK today, one in ten children – that’s three in every average classroom - have some form of speech, language and communication need (SLCN). In areas of disadvantage, evidence suggests that upwards of 50% of children are arriving at school with poor communication skills. These children are on the back foot from day one! Jean Gross

16. Transforming lives through learningDocument title First LevelSecond LevelThird Level Selects and discusses a range of texts, giving a personal response. Selects and discusses a range of texts, justifying personal preference. Engages respectfully with others in different contexts by responding, questioning and contributing appropriately. Engages respectfully with others in different contexts by responding, questioning, contributing appropriately and building on ideas. Engages respectfully with others in different contexts by responding, questioning, contributing appropriately, building upon, and challenging opinions and ideas. Demonstrates a range of verbal and non -verbal skills when interacting with or presenting to others. Demonstrates a range of verbal and non- verbal skills, adapting to the needs of a range of audiences. Communicates clearly and confidently using appropriate language and register, verbal and non-verbal skills as appropriate to purpose and audience. Plans and creates spoken texts and delivers to a variety of audiences. Plans and creates spoken texts with increasing confidence and delivers to a variety of audiences. Asks and answers a range of questions to inform understanding of a variety of texts. Asks and answers a range of questions to inform critical understanding of texts. Asks and answers with evidence a range of questions to inform critical understanding of texts. Recognises the difference between fact and opinion and is developing an informed view. Recognises persuasive language and is starting to question the reliability of sources. Recognises persuasive techniques, and questions the reliability and relevance of sources with increasing independence. Identifies and discusses the main features of texts, makes notes under given headings, using these to create texts. Identifies and discusses the main features of texts, makes and organises notes, using these to create texts appropriate to audience and purpose Compares a variety of texts, makes and organises notes, using these to create texts appropriate to audience and purpose. Using the learning statements on the Progression Framework, highlight the discussion skills for the level you are currently teaching.

17. Transforming lives through learningDocument title Coaching discussion skills How can we coach discussion skills with children? Give three examples from the clip. Video on Group discussion workshop page.Group discussion workshop

18. Transforming lives through learningDocument title Coaching body language How can we coach children in using body language? Give three examples from the clip. Video on Group discussion workshop page.Group discussion workshop

19. Transforming lives through learningDocument title English teacher – language of discussion How has this English teacher adapted her approach to encourage the development of a learning environment which supports discussion skills? What has the impact been? Video on Group discussion workshop page.Group discussion workshop

20. Transforming lives through learningDocument title Group discussion tasks should be relevant with a clear purpose and will normally be planned in the context of on-going work, whether in a curriculum area or as part of an interdisciplinary approach. Learners should also be given the opportunity to apply skills in new and unfamiliar situations across curriculum areas and in real and meaningful contexts. This will help to emphasise the importance of being able to transfer and apply skills.

21. Transforming lives through learningDocument title Pupils discuss homework at pupil council meeting 1.In what ways can you see the learners applying discussion skills? 2.What might the next steps be for these learners and how might you create opportunities for them to develop and apply these skills across learning? Video on Group discussion workshop page.Group discussion workshop

22. Transforming lives through learningDocument title OPTIONAL ACTIVITY

23. Transforming lives through learningDocument title Listening and Talking planning for progression  Learners will develop from exploring sounds and patterns in language to listening to, discussing, analysing and evaluating a wide range of more challenging spoken texts.  They will ask and answer higher order questions to inform critical understanding, evaluate the reliability of sources, select and use information to create new texts and make and organise notes for understanding.  Learners will use verbal and non-verbal skills with greater confidence and should talk and listen for a range of purposes in a variety of contexts.

24. Transforming lives through learningDocument title Listening and Talking planning for progression  In discussion, learners will progress from turn ‐ taking and articulating ideas, thoughts and feelings to responding, questioning, challenging, summarising and building on contributions and using language effectively and confidently.  Learners will work more independently to research, plan, create and deliver spoken texts of increasing complexity as appropriate to purpose and audience.

25. Transforming lives through learningDocument title Discuss these statements. In the second column, note down examples from your current practice which illustrate each statement. In the final column add some ideas that you might develop as next steps for your planning Discuss these statements. In the second column, note down examples from your current practice which illustrate each statement. In the final column add some ideas that you might develop as next steps for your planning

26. Transforming lives through learningDocument title Reflection and planning As a result of this workshop, what changes will you make to your practice? Resources/further reading/support needed to complete your target. Next week Next term Next session

27. Transforming lives through learningDocument title ASSESSMENT – SOME TERMS EXPLAINED

28. Transforming lives through learningDocument title Overarching Paper Literacy and English professional learning paper

29. Transforming lives through learningDocument title Literacy and English professional learning paper Significant Aspects of Learning Listening and talking Reading Writing engage with and create a broad range of texts, including Scottish and Scots texts use reading and listening strategies to understand, analyse and evaluate texts find and use information develop critical literacy skills, including evaluating sources write with increasing accuracy, making effective use of spelling, grammar and punctuation create texts of increasing complexity using more sophisticated language develop and use higher ‐ order thinking skills.

30. Transforming lives through learningDocument title Learning Statements Progression Framework

31. Transforming lives through learningDocument title Annotated Exemplars Details of significant aspect of learning and learning statements that are illustrated.

32. Transforming lives through learningDocument title Education Scotland Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk www.educationscotland.gov.uk