Age 11-18: Secondary (6-12 Grade US) 2011 Feedback from Day 2

Ellesmere Port

Lower achievers had benefited, relationships had been strengthened and student’s different talents were more visible.

Distraction techniques had been used and snowballing had been commonly used.

Virtual speaking and listening had taken place via online forums and discussion boards.

Brighton and Hove

Success criteria for talk partners had been set up.  Children now evaluate each other and these are displayed.

The random picking of partners creates excitement and enthusiasm.  The lollysticks are also used for games picking and many other aspects of school life.  This has improved pupil motivation.

Teachers are able to listen to conversations so that s/he has a better idea and knowledge of pupil thinking.

Mixed ability pairings were more effective as the achievement is more personal and new skills are learnt from each other.

Pupil behaviour has improved as a result of talk partners.

Rotherham

Talk partners were routinely used.  Changing partners sometimes met with resistance.  Talk partners had helped develop social skills and improved behaviour.

There were difficulties for secondary teachers not fixed in one classroom.

It was felt that there needs to be a shift from talking to learning.

Students were moving from passive learning – rich learning comes from talk.

Talk partners were helping to change students’ mindsets, by challenging their thinking, helping their interaction and promoting independent learning.



Brighton & Hove

Suzanne Morgan | suzanne.morgan@brighton-hove.gov.uk


Ellesmere Port, Cheshire

Anne Vickers | aevickers@yahoo.co.uk


Hertfordshire

Paul Wilson | paul.wilson@hertscc.gov.uk


Rotherham

Amy Parry | amy.parry@rotherham.gov.uk