Listening and Talking Tasks

Success Criteria (from Benchmarks):

• I can create a spoken text that shows my understanding of [subject content]

• I can create a visual text that shows my understanding of [subject content]

Examples:

• Learners could create a video in the format of a TEd Talk, YouTube explainer or documentary to explain a concept, theory, process or definition. Learners can use editing software found on their phones and upload recordings to their Google or One Drive, sharing it with their teacher. For example, in Maths, learners could record a video explaining the method they use to count to 100 in prime numbers.

• Learners can record their voices, perhaps in pairs, to conduct a debate or discussion over a contentious issue. For example, in History, learners could debate the impact of a historical event. This could take place live if learners have time to prepare beforehand.

• In Modern Languages, learners could create travel guides or quick language explainers by recording their PowerPoints and uploading them to One Drive. Alternatively, they could share their PowerPoint during a lesson and narrate in English or their Modern Language.

Success Criteria (Benchmarks):

When presenting I can:

• use signposts in my talk like topic sentences/linking phrases

• use appropriate tone for my purpose/audience

• use appropriate vocabulary for my purpose/audience

• apply verbal and non-verbal techniques to enhance communication and engagement like eye contact, body language, emphasis, pace, tone and/or rhetorical devices

• use resources to enhance communication and engagement with the audience

Examples:

• Pair up learners to peer-assess each other against solo presentation criteria by asking them to share their Google Docs with each other. Ask learners to ensure their feedback is kind, clear and useful. For example, in Physical Education, ask learners to provide commentary over a performance video of a sportsperson and peer assess.

• Modelling solo presentations is effective for exemplifying standards. Direct students to TEd Talks and ask them to peer-assess the speaker against their own success criteria. Consider creating a 'flawed' example of a presentation and ask students to peer assess you. For example, in Computing Science, direct pupils towards videos where binary is explained effectively by a speaker, then perhaps present a poor version of this explanation - and ask students to critique your performance in terms of content/style.

• Consider the key speaking skills to develop in a remote learning environment. Allow pupils to keep their cameras off and present with audio only if necessary.

Success Criteria (from Benchmarks):

• I can contribute a number of relevant ideas/information/opinions during a discussion about [subject content]

• I can show respect for the views of others when discussing [subject content]

• I can build on the contributions of others during a discussion by asking or answering questions/clarifying points/supporting/challenging/summarising others' opinions or ideas about [subject content]

• I can apply verbal and non-verbal techniques in oral presentations/discussions/interactions, such as vocabulary/eye contact/body language/emphasis/pace/tone/rhetorical devices.

• I can speak appropriately for my purpose and audience.

Examples:

• Create class 'netiquette' rules for live lessons and any shared chat function. Set expectations that Learners will contribute respectfully through the chat function or speaking, using the Raise Hand function when necessary. Share the Discussion Stem Sentences (https://education.gov.scot/improvement/Documents/lit10-language-of-discussion-stems.pdf) to structure discussions and develop group discussion/debate skills. The breakout room function in Teams is a useful tool.

• If learners are presenting on Teams or Google Meet, consider appropriate success criteria in the context of a webinar or or online platform. Ask them to read from their notes on screen and try to speak to the webcam (if appropriate), speak clearly and with appropriate pace.

• Group discussions are particularly useful for solving a problem collaboratively, discussing an issue, explaining or interpreting diagrams, maps or other visual representations and engaging in role play.

Success Criteria (from Benchmarks):

• I can discuss or present appropriately, considering my role...

• I can contribute a number of relevant ideas/information/opinions during a discussion about [subject content]

• I can show respect for the views of others when discussing [subject content]

• I can build on the contributions of others during a discussion by asking or answering questions/clarifying points/supporting others' opinions or ideas...

• I can apply verbal and non-verbal techniques in oral presentations/discussions/interactions, such as vocabulary/eye contact/body language/emphasis/pace/tone...

Examples:

• Ask learners to adopt roles in a group discussion scenario. See the image below from Voice 21 for more details. The breakout room function in Teams is a useful tool.

• When using the chat function, ask learners to respond to the previous message when constructing their own, either by agreeing, disagreeing, clarifying or adapting the previous learner's thought/idea/opinion. For example, in a discussion about values in RE/RME, learners could reflect on each other's explanations of the relationship between values and their own actions.

• Play games with your class to develop their subject knowledge and develop their talking and listening skills:

Fed in Facts - Provide student with a stimulus (a photo, artefact diagram or formula) and ask a question (What is this? What does this show?). Feed facts to the group/class at regular intervals to enrich discussion.

What's the Story? - Provide the class/group with a diagram/sequence of images and ask them to explain what is happening. This could represent a scientific process, historical event or PE performance. It could be a series of unordered images you share on screen and the class has to put these back in order.

Which One Does Not Belong? - Provide the group/class with 3 or 4 words, images or objects. Ask them to decide which one does not belong and justify their decisions. Extend their learning by forcing the class to come to a consensus. For example, in Maths, you might include a series of incorrect solutions and one correct solution.

Ranking - Ask students to rank a set of objects, pictures or statements. In History, learners could rank a set of sources on their reliability. In Maths, a set of solutions to a problem. In PE, ask students to rank a series of performances.

• Group discussions are particularly useful for solving a problem collaboratively, discussing an issue, explaining or interpreting diagrams, maps or other visual representations and engaging in role play.

Success Criteria (Benchmarks):

• I can identify the purpose of a text about [subject content] and explain why.

• I can identify the main idea of a text about [subject content] and give reasons.

• I can use the information about [subject content] I have gathered by watching/listening to...

• I can compare the similarities or differences between texts about [subject content] in their content/style/language...

Examples:

• To support learners' understanding of a concept, idea or process, ask them to watch or listen to texts from YouTube, podcasts or other sources. When watching, learners should ask themselves the following questions:

Before Listening or Watching

What do I know? (Write down anything you know about the topic, before you listen.)

What do my peers know? (Have a class discussion - what do they know? Compare with your own notes.)

During Listening or Watching

Is there any vocabulary which is new or unfamiliar to me? (Note down any words you have not heard before or feel uncertain about.)

Have I learned anything new? (Make a note of any idea that is new to you.)

Any questions? (Make a note of any questions that come to you as you are listening?)

After Listening or Watching

What did I know? (Look over the notes you made before listening - were any of your ideas accurate?)

What have I learned? (Look over your notes and highlight information that is new to you.)

Can I ask a question? (Pose questions to your peers or teacher through the chat function or during live discussion.)

• Model with learners how to create a Venn diagram to demonstrate similarities and differences. Then, direct learners to different sources of course material and ask them to compare the quality/content/language or style.

Success Criteria (Benchmarks):

• I can make notes about [subject content] using my own words.

• I can create a new text about [subject content] using my notes.

• I can organise my notes efficiently about [subject content].

Examples:

• Introduce a new concept, idea or process by signposting learners to a video from YouTube, podcast or documentary. Ask pupils to use the Cornell note-taking approach - a highly effective means of taking notes. (Video to share with pupils here: https://www.youtube.com/watch?v=cLtM3pa9_SQ) You should consider modelling this approach during live or pre-recorded lessons. For example, in Science, when introducing the circulatory or respiratory systems, direct pupils to the appropriate video content and ask them to take notes.

• Ask learners to create a document, poster or other text to demonstrate the notes they have gathered in a coherent and legible fashion. Set this as an assignment in Google Classroom. For example, in Business Studies, pupils may be able to create a brief case study on how a business meets the needs of customers after watching their promotional material.

Success Criteria (Benchmarks):

I can select ideas and information about [subject content] from what I am listening/watching.

I can organise essential information in a logical order from my notes about [subject content].

I can communicate the ideas about [subject content] I have learned from listening using the correct vocabulary.

Examples:

• Learners need to develop independent note-taking skills. If you are sharing content with a class, either through a Power Point presentation, lecture or links to other resources, asking learners to copy word-for-word is not appropriate. Instead, model and teach them the art of effective note-taking. A video example can be found here: https://www.youtube.com/watch?v=UAhRf3U50lM. You might also want to teach your class Cornell note-taking: https://www.youtube.com/watch?v=cLtM3pa9_SQ.

• From the outset of a unit or lesson, explicitly teach vocabulary you want learners to understand and use. In any communication, praise learners who attempt to use the vocabulary and correct those who do not.

• Consider creating a class glossary on Google Classroom or Teams where you collect new definitions, terms or concepts.

Success Criteria (Benchmarks):

• I can comment on the content of... and support my ideas with quotations/references.

Examples:

• To assess the understanding of learners after viewing/listening, ask them to create questions that they could pose to you or their peers to test them. Ask them to use the 5 Ws - Who, Where, What, Why and When (and How) - to design a range of questions. You may wish to extend learning using command words such as Identify, Describe, Explain, Analyse and Evaluate. Model these question types before asking pupils to construct their own. Take a selection of the best questions and pose these to your learners. For example, assess students understanding of watching or reading a text in Design and Technology about the characteristics or plastics, woods and metals, use a range of questions.

• To demonstrate their understanding, learners should readily use quotations or references from a spoken or visual text. Set questions that require quotations and award marks for mostly accurate quotations or references.

Success Criteria (Benchmarks):

• I can identify persuasive techniques used to influence my opinion whilst listening/watching...

• I can comment on the reliability/relevance/usefulness of a [visual or spoken] source about [subject content].

Examples:

• In subjects like Science, Modern Studies, Health and Food Technology and Computing, supporting pupils to understand the dangers of disinformation and fake news is important. When asking learners to research, model how to evaluate the reliability and usefulness of sources. When focusing on spoken or visual sources, direct pupils to evaluate them using the following questions:

Who has created this text and what can I find out about them?

Where is this text found? It is hosted on a well-known and trusted organisation?

Is this text up-to-date?

Has this text been referenced or mentioned elsewhere?

Does the speaker mention where their sources come from or have they used other sources at all?

Is the speaker coming from an objective standpoint?

• Learners should understand that speakers are often using rhetorical devices to influence their opinion or view. In subjects where subjective speech may be used, such as History, Modern Studies or English, you should share examples of speakers (perhaps from TEd Talks or politicians) to demonstrate the range of rhetorical devices employed. Ask learners to quote and label any examples of persuasive techniques being used. A guide to rhetorical/persuasive techniques can be found here: https://www.bbc.co.uk/bitesize/guides/zx7cmnb/revision/2

Success Criteria (Benchmarks):

When presenting ideas/information or points of view, I can:

• communicate clearly

• present my view/ideas/opinions with detail or evidence

• organise and structure my talk in a logical order

• introduce and conclude my talk whilst engaging the audience

Examples:

• Using live or pre-recorded video, model and scaffold the 'script' or notes of a presentation, focusing on the structure. Learners should know to introduce and conclude effectively and present their ideas logically and clearly. For example, in Design and Technology learners should be given an exemplification of a script to present on the design process for a given brief.

• Before asking learners to present to a class or group online, ask them to present/rehearse with their family or friends, assessing them against the success criteria. Success criteria should assess subject knowledge/skills and the skills required to present effectively.