Into the golden cloud:  building a literacy community Copyright: Graham Tyrer Graham Tyrer: Headteacher,  Chenderit School...
Which are the 2 most/least effective approaches for helping pupils retain information?   <ul><li>audio-visual </li></ul><u...
Retention rates in order of effectiveness <ul><li>explaining to others:  90% </li></ul><ul><li>practice by doing:  75% </l...
15 years of analysing education research tells us:   (John Hattie, Aukland University covering over 80M students in 50,000...
Copyright: Graham Tyrer <ul><li>Making  learning  an object of attention </li></ul><ul><li>Making learning an object of co...
Self talk  and acting the truth Talk  is a gift Copyright: Graham Tyrer
Copyright: Graham Tyrer Reading into the world Reading was her way into the world …for she knew nothing beyond the family,...
Copyright: Graham Tyrer
Copyright: Graham Tyrer
Copyright: Graham Tyrer
Copyright: Graham Tyrer
Copyright: Graham Tyrer
<ul><li>Literacy box and  </li></ul><ul><li>e-box </li></ul>Things that work Copyright: Graham Tyrer
<ul><li>However </li></ul><ul><li>Although </li></ul><ul><li>On the other hand </li></ul><ul><li>But </li></ul><ul><li>Yet...
Copyright: Graham Tyrer
Copyright: Graham Tyrer
Copyright: Graham Tyrer
Text types Copyright: Graham Tyrer
Copyright: Graham Tyrer The way the planets are structured give rise to gravitational pull Formal Believable, thoughtful, ...
Copyright: Graham Tyrer
Copyright: Graham Tyrer
<ul><li>Shared modelling </li></ul>Things that work Copyright: Graham Tyrer
Whole school focus Copyright: Graham Tyrer
Copyright: Graham Tyrer
Copyright: Graham Tyrer
<ul><li>Student Literacy </li></ul><ul><li>Consultants: </li></ul><ul><li>Literacy ‘Companies’   </li></ul><ul><li>(link t...
Copyright: Graham Tyrer
Copyright: Graham Tyrer
<ul><li>Talk to think and </li></ul><ul><li>write </li></ul>Things that work Copyright: Graham Tyrer
Bloom +1 in  learning objectives ,  mid lesson plenaries,   self-peer assessment  and  literacy think breaks   … Copyright...
Copyright: Graham Tyrer
Copyright: Graham Tyrer
<ul><li>Plenary roles </li></ul>Things that work Copyright: Graham Tyrer
Plenary roles Copyright: Graham Tyrer
Plenary roles Copyright: Graham Tyrer
Copyright: Graham Tyrer
Copyright: Graham Tyrer I listen with my ear, my heart and my undivided attention
above all,  curiosity  Copyright: Graham Tyrer
[email_address] NLTlitweb [email_address] Copyright: Graham Tyrer
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1 literacy park high 050111

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  • Make more likely the conditions required for astonishing language Use the Shakespeare inspiration Use the space travel inspiration Use the futures predictions Use the you are heros of public service given all you do and resist and espouse - reminds us of the competing marketplace for precedence in which we work a4l, pers l, num, ict, diff, 3 part lessons etc etc and lit. How much can colleagues carry round in their head? Real audiences and real writing: students researchers, student teachers, students giving citations to members of staff; students learning leadership Community of language helps great language flourish and take root.
  • 1 literacy park high 050111

    1. 1. Into the golden cloud: building a literacy community Copyright: Graham Tyrer Graham Tyrer: Headteacher, Chenderit School, Northampton grahamtyrer.com [email_address]
    2. 2. Which are the 2 most/least effective approaches for helping pupils retain information? <ul><li>audio-visual </li></ul><ul><li>reading </li></ul><ul><li>discussion </li></ul><ul><li>explaining to others </li></ul><ul><li>demonstration </li></ul><ul><li>listening </li></ul><ul><li>practice by doing </li></ul>Copyright: Graham Tyrer
    3. 3. Retention rates in order of effectiveness <ul><li>explaining to others: 90% </li></ul><ul><li>practice by doing: 75% </li></ul><ul><li>discussion: 50% </li></ul><ul><li>demonstration: 30% </li></ul><ul><li>audio-visual: 20% </li></ul><ul><li>reading: 10% </li></ul><ul><li>listening: 5% </li></ul>Copyright: Graham Tyrer Keep it interactive – it’s not just children who learn by doing Research: National Training Laboratries, Bethel, Main USA
    4. 4. 15 years of analysing education research tells us: (John Hattie, Aukland University covering over 80M students in 50,000 studies) <ul><li>Raising quality of pupil-teacher interaction is key to effective learning </li></ul><ul><li>Top-rated approaches </li></ul><ul><li>Pupils assessing themselves by reaching a view on their levels of understanding </li></ul><ul><li>Setting work that is one step ahead of current level </li></ul><ul><li>Using formative assessment to decide next steps </li></ul><ul><li>Teacher clarity – being explicit about what to do </li></ul><ul><li>Reciprocal teaching – pupils take turns in teaching class </li></ul><ul><li>Visible Learning </li></ul><ul><li>– pub by Routledge </li></ul>Copyright: Graham Tyrer Note these are key features of assessment for learning – see Formative Assessment in the Secondary Classroom by Shirley Clarke
    5. 5. Copyright: Graham Tyrer <ul><li>Making learning an object of attention </li></ul><ul><li>Making learning an object of conversation </li></ul><ul><li>Chris Watkins, IOE, Research Matters , Summer 2010 </li></ul>
    6. 6. Self talk and acting the truth Talk is a gift Copyright: Graham Tyrer
    7. 7. Copyright: Graham Tyrer Reading into the world Reading was her way into the world …for she knew nothing beyond the family, which was her house, enclosing her on four sides, the entire and only truth. White walls like sheets of paper, the rules of life written on them in invisible ink. Reading tore holes in these paper walls and let her inspect another world…Books let her float out of herself and into a sort of golden cloud…the book and the world were one and she was both and neither, she was not there, she was everywhere. Michelle Roberts: Impossible Saints
    8. 8. Copyright: Graham Tyrer
    9. 9. Copyright: Graham Tyrer
    10. 10. Copyright: Graham Tyrer
    11. 11. Copyright: Graham Tyrer
    12. 12. Copyright: Graham Tyrer
    13. 13. <ul><li>Literacy box and </li></ul><ul><li>e-box </li></ul>Things that work Copyright: Graham Tyrer
    14. 14. <ul><li>However </li></ul><ul><li>Although </li></ul><ul><li>On the other hand </li></ul><ul><li>But </li></ul><ul><li>Yet </li></ul><ul><li>Still </li></ul><ul><li>Nevertheless </li></ul><ul><li>Nonetheless </li></ul><ul><li>Conversely </li></ul><ul><li>Then again </li></ul><ul><li>Whereas </li></ul><ul><li>Similarly </li></ul><ul><li>Likewise </li></ul><ul><li>Also </li></ul><ul><li>Correspondingly </li></ul><ul><li>Equally </li></ul><ul><li>In the same way </li></ul>Copyright: Graham Tyrer <ul><li>Furthermore </li></ul><ul><li>In addition </li></ul><ul><li>What’s more </li></ul><ul><li>Moreover </li></ul><ul><li>Besides </li></ul><ul><li>Additionally </li></ul><ul><li>Plus </li></ul><ul><li>It is as if </li></ul><ul><li>It seems </li></ul><ul><li>It could be </li></ul><ul><li>It is almost as if </li></ul><ul><li>The writer suggests </li></ul><ul><li>The writer implies </li></ul><ul><li>This effect emphasises </li></ul><ul><li>This effect highlights </li></ul><ul><li>This effect accentuates </li></ul><ul><li>This effect underlines </li></ul><ul><li>This effect points to </li></ul>
    15. 15. Copyright: Graham Tyrer
    16. 16. Copyright: Graham Tyrer
    17. 17. Copyright: Graham Tyrer
    18. 18. Text types Copyright: Graham Tyrer
    19. 19. Copyright: Graham Tyrer The way the planets are structured give rise to gravitational pull Formal Believable, thoughtful, ordered, can disguise an opinion Oi, see these planets, right? They spin like anything. Informal Chatty, colloquial, friendly, easy to relate to, makes it sound like an opinion, like someone’s talking to you When I first saw the planets they made me feel awed and humble Personal Draws the reader to the writer, biased, makes it sound like an opinion The planets spin on their axes and have strong gravitational pull Impersonal Cold, believable, distances reader and writer It takes seven seconds for the light to travel from the sun even at a speed of 186,000 miles per second Factual Credible, authoritative, truthful, unbiased
    20. 20. Copyright: Graham Tyrer
    21. 21. Copyright: Graham Tyrer
    22. 22. <ul><li>Shared modelling </li></ul>Things that work Copyright: Graham Tyrer
    23. 23. Whole school focus Copyright: Graham Tyrer
    24. 24. Copyright: Graham Tyrer
    25. 25. Copyright: Graham Tyrer
    26. 26. <ul><li>Student Literacy </li></ul><ul><li>Consultants: </li></ul><ul><li>Literacy ‘Companies’ </li></ul><ul><li>(link to millionaire if not mac) </li></ul><ul><li>Product designers (link to litweb and vox pops) </li></ul><ul><li>Delivering lesson starters </li></ul><ul><li>Functional skill tutors with Y7/8s </li></ul><ul><li>The litweb </li></ul><ul><li>Literacy leaders in lessons </li></ul>Things that work Copyright: Graham Tyrer
    27. 27. Copyright: Graham Tyrer
    28. 28. Copyright: Graham Tyrer
    29. 29. <ul><li>Talk to think and </li></ul><ul><li>write </li></ul>Things that work Copyright: Graham Tyrer
    30. 30. Bloom +1 in learning objectives , mid lesson plenaries, self-peer assessment and literacy think breaks … Copyright: Graham Tyrer
    31. 31. Copyright: Graham Tyrer
    32. 32. Copyright: Graham Tyrer
    33. 33. <ul><li>Plenary roles </li></ul>Things that work Copyright: Graham Tyrer
    34. 34. Plenary roles Copyright: Graham Tyrer
    35. 35. Plenary roles Copyright: Graham Tyrer
    36. 36. Copyright: Graham Tyrer
    37. 37. Copyright: Graham Tyrer I listen with my ear, my heart and my undivided attention
    38. 38. above all, curiosity Copyright: Graham Tyrer
    39. 39. [email_address] NLTlitweb [email_address] Copyright: Graham Tyrer

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