Activating Student Knowledge
Activating Student Knowledge
Scan the QR
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the related
resources from
the last KL
ELLSA meet for
EAL-centric
teachers…
Activating Learning by
Developing Oracy
With thanks to Sasha Hardman for her session
‘Developing Oracy in the Curriculum’.
Aims
● To consider activating in & outside the
curriculum as one
● To empower students as the centre of
all knowledge-sharing
● To develop a whole-school
oracy/activating soft-skills approach
Who Am I? Who Are You?
Gareth Gorst
More importantly:
Who are your students?
And how can you activate
knowledge of the students?
Duke of
Edinburgh:
activating
soft skills
by students
for students
(from ‘D of E
Hack’ published
in a student-run
magazine)
How is knowledge pooled in our Who has it & which bits could
school & are students included? we start sharing with students?
“One-to-one conversations give further information about how they feel / their stress levels / their approach to
revision or work / their aims for the future / if anything else is going on I need to know about outside school or
with their health - it builds a more personal relationship and trust levels so they are more likely to be honest in
conversations or approach me for help (pastoral or academic) when needed.”
Amanda O’Hara, Head of IB Pastoral and Academic, Biology teacher
“The students have an opportunity to speak privately, confidentially which helps build a relationship of trust and
helps them feel valued - you're taking the time to listen to their ideas/opinions away from others.
The students are able to explain, in their own words, their thoughts, feelings and individual concerns that they
would not do otherwise in class. They have time to reflect more actively and delve a little deeper into their
learning, with the support of the teacher. Invariably, you learn something new about that student: an insecurity, a
hobby, a personal anecdote, which further builds a personal relationship but most importantly they recognise
that they are important in the learning process, important enough that you take the time to listen. From your
point of view you use the information to inform your teaching further either through recognising group needs
but most significantly individual that further informs differentiation.”
Nathalie Bardsley, Year 13 Tutor, IB English teacher
Activating Learning by
Translanguaging
Aims
● To consider activating through
translanguaging
● To empower students as the centre
of knowledge-sharing in all their
languages
● To develop a whole-school
oracy/translanguaging approach
Typical Translanguaging worksheet:
I took an English test, but I I can understand what you're When I grow up I want to go to
couldn't do any of it saying(sometimes). college
Do you currently use
translanguaging in a
way that makes our
‘clients’ feel ‘at the
centre’ of learning?
How can we plan in
student empowerment?
How can we turn them
into key
decision-makers?
READ MORE HERE.
What is an oracy strategy?
A DEFINITION OF Information
SELF-DEVELOPMENT Data
Funds of Knowledge Google
Innovation CAT/YELLIS/ALIS/PAS
Forms & Student Surveys
“[Self-development] is a S/PG
Looking for Learning
personalised process Reports
Learning Walks
whereby connections are Exam
Student-trailing (whole day)
created or strengthened in Relationships results/analysis
the brain or heart. When In class assessments IEP’s - INDIVIDUAL
we articulate it, we deepen EDUCATION PLANS
our understanding by
building new knowledge Inclusion Teacher knowledge
and skills to become Intuition
future-ready...” Understanding our context
Discussion amongst colleagues