Teach Primary Issue 18.7

www.teachwire.net | 55 ⋅ Thumbs and index fingers make two interlocking circles – ‘I have something to say that connects.’ ⋅ Index finger up – ‘I have a question.’ Give pupils opportunities to practise these hand signals before you begin using them in lessons. Discuss how the timing of hand signals matters, and the pros and cons of showing signals while people are talking. Discuss the possible effects of ‘jumping in’ with a disagreement signal when someone is still making their justification. It’s essential that your class use hand signals respectfully, and that this fits with your class ethos of respectful listening and positive attitude to learning. The use of signals like these can offer a number of benefits to children. Firstly, they give pupils a non-con- frontational mechanism through which they can challenge each other. This changes everything! They now have permission to query what is being said, spot misconceptions, respectfully disagree and so on. Gestures can help class dialogue go deeper as well, as pupils can ask peers why they disagree with them or look around for classmates who can support their point; thinking becomes visible, and everyone can see when others are listening. Everyone has a chance to show their opinions, even if there is not time to offer every child the chance to speak. Finally, hand signals can help pupils to self-regulate – if they can show their thinking, they are less likely to shout out. RAG cups A powerful tool for assessment for learning, and talk. RAG cups are red, amber and green paper cups that some schools make available to every child in all lessons. The expectation is that children will continuously reflect on their learning, asking themselves ‘How is my learning going?’ throughout the lesson, and using the cups to signal their current thoughts to the teacher and TA. The different colours are used to indicate the following opinions: ⋅ Red – ‘I’m stuck’ or ‘I disagree’ ⋅ Amber – ‘I’m a bit confused’ or ‘I have a question’ ⋅ Green – ‘I understand’, ‘I can teach others’ or ‘I agree’. Give a set of cups to each child; the cups stay on tables at all times. Tell the FOUR WAYS TO ELEVATE ORACY Don’t label pupils as ‘quiet’ or ‘shy’. A label can become a self-fulfilling prophecy. Children are developing all the time and it’s our job to help them. They may not be speaking much simply because they haven’t had the opportunity to find their voice. Value all accents and dialects – they are an important part of the children’s identities. Know why you’re doing it. Familiarise yourself with the underlying purpose of each idea, so you can choose the right approach for the right moment and use it skilfully. Stick at it. While some strategies can have immediate results, others take longer to bear fruit, because they are about a change in culture. Remember that new habits take time to embed. class to start each lesson by stacking their cups with green showing. As the lesson progresses, they are responsible for changing the colour to reflect their learning status. During whole-class learning, if you spot a child on amber or red, pause, and use pupil talk to progress. For example, ask another child, whose cup is showing green, to explain. (The cups develop accountability as well as oracy – children on green are expected to be able to give peer support.) If you see a lot of amber or red, consider alternative strategies, including different ways to explain. When pupils are working on their own, if peers notice someone on red, they can provide support: “Are you OK, Emeka? Do you need help?”. Likewise, as adults circulate the room they can quickly notice who needs support: “I see you’re feeling unsure, Amy – why are you on amber?”. RAG cups are brilliant when pupils present work to the class, as children can change their cups if they spot any errors and then explain and make suggestions for improvements. They can be used during whole-class or group dialogue too, with children using their cups to signal T E ACH RE AD I NG & WR I T I NG Topsy Page works with schools to develop a culture of high-quality dialogue and reasoning across the curriculum. She is the author of 100 Ideas for Primary Teachers: Oracy. topsypage.com agreement or disagreement. Make sure you invest time in this strategy to properly reap the rewards, and be consistent with your expectations. This is about children gaining the habit of reflecting on their learning continuously. TP