Talk-Less Teaching - Practice, Participation And Progress

Provider: Crown House Publishing
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Description Teacher-talk is a powerful tool. But whilst we must embrace teacher-talk as vital, we must also bear in mind that not all teacher-talk is created equally… Long periods of talk will not always keep a class spellbound. We need other techniques on which we can draw to help pupils embed learning and make progress. After all, how can we be effectively checking progress and understanding when it is we who are doing all the talking? How can we be certain that the sea of ‘attentive’ faces before us is not simply contemplating lunch? The solution is here: a vast bank of exciting, engaging, practical ways to allow learners to access and understand complex topics and skills without relentlessly bending their ears. Strategies which not only prevent pupils from being passengers in lessons, but which also make progress visible to both teacher and learner. In an entertaining and practical way, Talk-Less Teaching shows you how to encourage learners’ responsibility for their own progress without compromising test results or overall achievement. Discover hundreds of tried and tested practical tips for helping pupils understand difficult concepts and learn new skills without you developing lecture-laryngitis.
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Crown House Publishing's website

https://www.crownhouse.co.uk/publications/talk-less-teaching
Categories Primary, Secondary, Higher, Teaching and Learning, Early Years/Foundation, Further education, 14-19, KS1, KS2, KS3, KS4, Management, Support Staff, Teaching staff, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Pupil Support, Site staff, Head of Department / Faculty, In school
Learning outcomes for participants/users and, where relevant, pupils or students

Isabella Wallace and Leah Kirkman have curated a collection of different aspects circulating around the theme of talk-less teaching and express that whilst we must embrace teacher-talk as vital, we must also bear in mind that not all teacher-talk is created equally.

In an entertaining and practical way, Talk-Less Teaching shows you how to encourage learners' responsibility for their own progress without compromising test results or overall achievement. 

Evidence underpinning this approach

According to the Sutton Trust "We define effective teaching as that which leads to improved student achievement using outcomes that matter to their future success. Defining effective teaching is not easy. The research keeps coming back to this critical point: student progress is the yardstick by which teacher quality should be assessed. Ultimately, for a judgement about whether teaching is effective, to be seen as trustworthy, it must be checked against the progress being made by students."

Source: The Sutton Trust - What makes great teaching? A review of the underpinning research by Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major.

Talk-Less Teaching can be viewed as a powerful tool for enhancing learning. And in the classroom it can be implemented in a whole range of ways and formats, as the authors put forward throughout.  But although the authors provide their own unique ideas as regards to talk-less teaching activities it is important that when implemented, the teacher tailors talk-less teaching to the needs and abilities required by each individual pupil.

The hundreds of tried and tested practical tips offered by Isabella Wallace and Leah Kirkman convey how teachers can immediately use these ideas in the classroom to help pupils understand difficult concepts and learn new skills without developing 'lecture laryngitis'.

How users/participants can evaluate success

Talk-Less Teaching can be understood and implemented in the classroom in a whole range of ways. As long periods of talk will not keep a class spellbound, we need other techniques on which we can draw to help pupils embed learning and make progress. After all, how can teachers be effectively checking progress and understanding when it is them who are doing all the talking? How can teachers be certain that the sea of 'attentive' faces before them are not simply contemplating lunch?

The solution is here: a vast bank of exciting, engaging, practical ways to allow learners to access and understand complex topics and skills without relentlessly bending their ears. Strategies which not only prevent pupils from being passengers in lessons, but which also make progress visible to both teacher and learner.

Follow-up activities and support

Both authors of Talk-Less Teaching can provide training/ follow-up on developing outstanding teaching and learning.

Leah Kirkman is co-author of the bestselling teaching guides Pimp Your Lesson! and Talk-Less Teaching, and is an experienced AST and trainer. Keeping the needs of both the busy teacher and the discerning learner at the heart of all her training, Leah works with teachers both across the UK and abroad developing outstanding teaching and learning.

Contact Leah at http://www.leahkirkman.com/.

Isabella Wallace is co-author of the bestselling teaching guides Pimp Your Lesson! and Talk-Less Teaching, and has worked for many years as an AST, curriculum coordinator and governor. She is a consultant for and contributor to the Oxford Dictionary of Education and presents nationally and internationally on outstanding learning and teaching.

Contact Isabella at http://www.isabellawallace.com/

Details

Reviews provided include: Barry J Hymer, Sir John Jones, David Gibbons, Phil Beadle, David Crossley, Julie Wright, Andy Griffith and Stephen Cox.

Associated Files File_icon 9781845909284.pdf