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STRANDS
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LEVEL A
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LEVEL B
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LEVEL C
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LEVEL D
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LEVEL E
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Conveying information, instructions
and
directions
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The normal activities of a busy classroom provide many real opportunities
for pupils to convey information: to other pupils, to other teachers,
office staff, janitor etc. The teacher will make use of these,
helping pupils, perhaps at first in pairs, to identify what the
recipient needs to know, and how to make their meaning clear.
At the same time, the teacher, in imparting information in the
classroom, will provide an important model for the pupils.
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Pupils' competence will be developed by extending the demand of
the message by including more than one item, while ensuring a
context which supports confidence. At the same time, the teacher
will develop pupils' understanding of the process of carrying
information: awareness of audience needs; sequencing of essential
details; clarity and calmness of delivery. The teacher will make
explicit and exemplify the process of message-giving, make sure
that contexts are realistic and appropriate, and promote confidence
by reassurance and praise.
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At levels C and D, pupils will be asked to convey information
from a variety of sources and of increasing complexity. They will
be required to take upon themselves, in groups, pairs or even
individually, the task of fleshing out the details of how they
will structure and deliver the information, of using the process
to meet their own needs as learners, for example to organise the
research, obtain necessary information, describe progress or seek
advice and assistance from outwith the classroom.
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At both levels C and D, pupils will be encouraged to review and
evaluate their own performance, and to discuss the role and needs
of the listener in the process of conveying information.
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At this level, sensitivity of the pupil to the listener's information
needs is crucial. The nature of the information, instructions
or directions should be more open-ended at this stage so that
the messenger has to take more account of the possible reactions
of the listeners. Pupil self- and peer-evaluation will include
consideration of the success with which information transfer,
and subsequent action, took place.
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Talking in groups
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Much time at the early stages should be spent on play, related
to themes, activity corners, constructional toys etc. Small
groups will ease interaction and growth of confidence, and enable
free and purposeful talk. In this relaxed, secure setting, the
teacher will participate, to stimulate and extend pupils' talk,
to observe and assess individuals, to support the shy or introverted,
to identify those with hearing or speech problems, and those
who find socialising difficult. Pupils' contributions will be
valued, and planning will seek to build on and develop their
involvement.
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The range of group activities will now
include structured situations for developing talk. While involved
in making models, construction play, puppetry, role-play, investigating,
observing etc, pupils will be shown the need for turn taking,
and awareness of others. As their contributions are valued, they
will learn to value others' contributions. The teacher will intervene
sensitively, eliciting responses from individuals, and encouraging
them to develop, through talking, their thinking about the activity
in which they are taking part.
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Group tasks from across the whole curriculum provide the setting
within which pupils can make suggestions, take account of others'
views, experiment, assess their own performance in discussion,
argue points. The teacher will encourage independence and adherence
to the purpose of the task, withdrawing for much of the time to
observe, intervening only as necessary to focus the group on their
task, or to help the group understand their own progress.
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Groups should now be able to work independently
much of the time, discussing tasks and how to deal with them.
The teacher's role is to assist in that process and to help pupils
to understand the factors which can help or hinder group work.
Many pupils will need to be taught how to disagree without antagonizing
others, and, to assist them, may need linguistic formulas such
as 'That is an interesting idea, but I am not sure that I can
agree, because...'. Teachers will encourage pupils to recognise
where others' ideas come from and to give them sympathetic consideration.
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Activities ranging from collaborative language tasks to group
projects and problem solving will involve pupils in learning to
listen to others and accept the value of their contributions;
develop, refine or accept these; initiate new ideas; support their
own views with evidence or reasoning; participate in discussion
in the role of another person, perhaps a fictional or historical
character; accept roles such as chairman, secretary, reporter;
make notes. Tasks should have clear, identifiable objectives,
achievable by group consensus.
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Talking about ex-
periences, feelings
and
opinions
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Most pupils will respond readily to stories, class activities,
events at home and in school. These responses will be simple and
uncritically accepted, involving the teacher, as leader, sensitively
extending pupil talk. This may be one to one, or in small groups
where the pupils feels confident. Such talk should be a natural
part of class activities across the whole curriculum, and the
teacher should respond with understanding to the diversity of
language and social experience that pupils bring to school. Pupils
should be made to feel that their contributions are valued.
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Talking will become more structured, the teacher helping pupils
to explore experiences from home, from the mass media, from the
classroom, and from stories, poems etc. Linguistic formulas can
be provided to instigate comments (eg 'That poem made me happy
because...'). Reflection can be encouraged through drawing, dramatic
texts, mime, role play. In exploring their own experiences and
feelings, pupils will be helped to consider the feelings and experiences
of others they know, and of characters in stories, TV, film etc.
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In encouraging pupils to express opinions and preferences, the
teacher must create a climate in which all feel confident, free
from fear of being criticised, laughed at or denigrated. The teacher
will support individuals, giving them time to gather their thoughts,
helping them to go beyond the simple statement to identify and
express reasons, preferences or opinions. The pupils will be helped
to recognise the needs of different kinds of audiences.
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The increased formality of the situation will require that the
teacher gives support, helps pupils sort out what they want to
say, how to organise it, how to use notes in planning. Sample
structures can be offered, perhaps based on questions (Who? Where?
When? How? etc.) Pupils will be asked to take account of the needs
of the audience, in listening and in its previous knowledge of
the content. The ideas of introduction, conclusion, summary can
be introduced to help thinking about structure. Pupils can also
be entertainingly introduced to simple non-verbal skills (eg.
body posture, facial mobility).
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In order to report on group discussion, emphasis will be given
to making notes and ordering these into sequences. When preparing
an individual talk, pupils will be helped to organise through
preparation which will include research, planning, organising,
identifying main ideas from supporting ideas and evidence. Increasing
awareness of audience will be encouraged both in selection of
content and style of presentation. Invaluable in this are self-
and peer-evaluation, perhaps using objectives agreed between teachers
and pupils.
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