7 replies to this topic

[Dan Moorhouse]

Joanne Philpott has asked me to upload the resources from her workshop at this years SHP Conference. You should find tem attached to this post.

Feel free to fire away with flow up comments or questions as Jo does check the forum etc...

Attached Files

•  talking.ppt   31KB   2005 downloads
•  Talking_activity.doc   28KB   1049 downloads
•  enlivening.ppt   418KB   1329 downloads
•  workshop_description_Philpott.doc   24KB   1160 downloads

[Lesley Ann]

Thank you for this......


I'm thinking about adapting the 'talking activity' tokens to KS3/4 History lessons to focus the group discussion work and I'll have a chat with the English HoD to do something collaboratively with them. Brilliant!

[Seb Phillips]

I highly recommend the 'talk tokens' idea.

I tried it yesterday with three groups, including one that I can never get a word out of. They all did really well, as it forces the 'quiet but bright' students into actually saying something, and makes the more talkative ones really think what they are going to say.

I did back it up with chocolate biscuits, though...

[Jo Philpott]

Thanks for the replies and I am glad the talk tokens were a success. At the workshop someone suggested giving the more talkative students less tokens then the rest of the group to force them to think about the value of their contributions even further. It would need to be sensitively handled. Please let me know if anyone tries it!

[Dom_Giles]

I will also be trying out the talk tokens next term. I also thought this was probably the best workshop I went to this year. Lots of good, simple ideas. I was inspired by the reading activity and am currently reading "Birdsong" with the view of using it with Year 9.

Just one point. At the beginning Jo refers to the "Two thirds rule". This comes originally, from a guy called Ned Flanders, believe it or not! See the links below.

http://www.schoolhis...?showtopic=8388


http://books.google....G...3&ct=result

Edited by Dom_Giles, 16 July 2008 - 10:20 AM.

[Seb Phillips]

At the workshop someone suggested giving the more talkative students less tokens then the rest of the group to force them to think about the value of their contributions even further. It would need to be sensitively handled.

I did this as well, and yes, it works. I have some students who know that they talk a lot in discussions, and I did it as a kind of 'try this...' task. With one I explained that the effort of shutting up was likely to kill her, so she had to be careful (so actually no sensitivity at all there, but she took it in good part). I also gave the less talkative ones fewer tokens to encourage them to say something. When I talked them through the task I explained that the ideal would for everyone to have exactly the same. Basically, if your class understand the link between talking about ideas and writing ideas down, they get it.

Edited by Seb Phillips, 21 July 2008 - 12:00 PM.

[Jo Philpott]

Glad to know ideas are proving useful.
Nick Dennis suggested using podcasts to model different types of talk especially the more academic discussion which can be difficult for students to 'visualise'. I think he had made use of Melvyn Bragg Radio 4 podcasts to demonstrate how to frame and counter argument but he will might be able to expand on this. I am going to look into it and will have a go next term.