NACE Associate Dr Jonathan Doherty shares key takeaways from our recent NACE member meetup on this theme.

The recent NACE meetup in Didcot brought together member schools to explore the theme of oracy for high achievement. This ties in with NACE’s current research into the role of oracy within cognitively challenging learning. 

The context

Oracy is at the centre of good classroom practice, since it is through quality communication and the use of talk and language that thinking, knowledge and understanding are developed. There is increased awareness of the importance of high-quality oracy education and its significance across academic, professional, cognitive, social and emotional spheres. While the case for oracy is strong, schools are still coping with the impact of Covid-19 and lockdown. Many young people experience isolation, and the past few years of limited exposure to conversations, everyday interactions and in-person classroom exchanges, have deprived many of opportunities for rich talk and spoken language development. Vulnerable students and those from economically deprived backgrounds have been most affected and this has brought fresh urgency to the issue, as schools move on from the pandemic and seek to address current challenges of closing achievement gaps and taking oracy education to the next level.

Summary of the day

Ahead of the member meetup, colleagues were invited to submit oracy-based questions that would be explored during the course of the day. Examples of these were:

• How can teachers implement effective strategies for oracy without dramatically increasing workload?
• How can we best develop oracy for the most able in mixed ability classrooms?
• What are interesting activities to help pupils improve their confidence when public speaking, among their peers and people they don't know?
• What approaches are most effective in promoting oracy in group work so that it is productive and benefits all learners? 

I opened the day with an overview of the research context for oracy. Oracy is certainly not a new issue (with its beginnings going back to 1965), but despite its recognition since then, the status of oracy in the architecture of our education system does not fully reflect its value and importance to young people’s outcomes in school and life. We looked at the case for oracy with reference to research literature in language, education and neuroscience, before explaining how the needs of more able learners can be met through inclusive oracy education and cognitive challenge. 

Haili Hughes, Head of Education at IRIS Connect and Principal Lecturer at the University of Sunderland, took up the theme of oracy and confidence-building in her presentation. She developed this with reference to oracy and metacognition and mental schema and showed, as one example, how the approach of dialogic teaching promotes oracy and academic self-concept. Her explanation of knowledge and cultural capital was very interesting and relevant. 

Rebecca Earnshaw, CEO of leading oracy education charity Voice 21, shared her organisation’s commitment to providing a high-quality oracy education for every child and the vision to empower young people to use their voice for success. She made links to mental health, oracy being a process and a product of learning, and drew upon a range of research – including the Education Endowment Foundation findings that showed that students taking part in language interventions make five months additional progress over a year and this rises to six months for disadvantaged students – to further substantiate the importance of quality oracy education in schools. The audience was treated to several practical activities on ways to embed oracy in the curriculum. 

An important part of member meetups are the school case studies. The final speaker of the morning was Chloe Bateman, ECF Lead Facilitator and History, Religion and Philosophy Teacher at Maiden Erlegh School, who shared the story of how the school has established a whole-school culture of oracy. You can read Chloe’s summary here.

Following a networking lunch, where colleagues certainly put their speaking and listening skills to good use, the afternoon was given over to speed-sharing, the part of the day which provides an opportunity for colleagues to share their experiences and ideas with peers. These important discussions provided a knowledge exchange forum for classroom strategies to develop oracy that have been effective. Some examples of the brilliant ideas shared in the speed-sharing were:

• Focus on language in discussions and how to build it up (Tina Stinson at Thornton College)
• Explicit teaching of oracy benchmarks and ways to achieve them (Michelle Ginty and Viviana Young at Salusbury Primary School)
• Frayer Model of teaching Tier 2 and 3 vocabulary (Olivia Cornwell at Central Foundation Girls’ School)
• Displaying key terms for the lesson on the board, teaching their meaning explicitly using call-and-response to aid pronunciation, and directing students to use them during ‘turn and talk’ activities (Amy Lloyd at Haybridge High School)
• Vocabulary Bullseye (Beckie New at BrookField School)

You can read more about the ideas shared on the day here.

Key takeaways from the day

• Addressing the needs of more able learners can raise achievement for a much wider group of learners in a school by increasing challenge for all. Considering the needs of more able disadvantaged learners is crucial to ensuring an inclusive and fair curriculum. (See NACE core principles.)
• There is strong research evidence for the importance of high-quality oracy education. This is supported by education, psychology, language studies and neuroscience research. The significant impact of oracy is across academic, personal and life outcomes.
• Self-confidence through purposeful practice of discussions about current affairs and wider issues builds cultural capital and confidence. A focus on oracy helps students express their thoughts and feelings in a more structured and approachable manner that will also build academic self-concept.
• Embedding oracy into school culture with deliberate and explicit teaching of speaking and listening supports student progress and achievement. Every school is different and it is essential to identify your school’s oracy needs. Providing for more able learners is about creating a curriculum which gives opportunities for all children to flourish. (See NACE core principles.)

Share your experience

We are seeking NACE member schools to share their experiences of effective oracy practices, including new initiatives and well-established practices.
You may feel that some of the examples in this blog are similar to practices in your own school, or you may have well-developed models of oracy teaching and learning that would be of interest to others. To share your experience, simply contact us, considering the following questions:

• How can we implement effective oracy strategies without dramatically increasing teacher workload?
• How can we best develop oracy for the most able in mixed ability classrooms?
• What are interesting activities to help students improve their confidence when public speaking, among their peers and people they don't know?
• What approaches are most effective in promoting oracy in group work so that it is productive and benefits all learners? 
• How can we implicitly teach pupils to justify and expand their ideas and make clear opportunities to develop their understanding through talk and deepen their understanding?
• How do we evidence challenge for oracy within lessons?

View the slides from the day:

• Dr Jonathan Doherty
• Haili Hughes
• Chloe Bateman
• Membership updates

Read more:

• 6 ideas to develop oracy in your school
• 7 steps to establishing a whole-school oracy culture 
  

NACE Associate Dr Jonathan Doherty reflects on what we mean by teacher enquiry, its benefits, and how to do it well – drawing on the experience of the NACE R&D Hubs.

Colleagues at this stage in the year will be fully into the cycle of NACE Research and Development Hub meetings and working to finalise their enquiry projects for this year. It is a privilege to be part of the R&D Hub based at Copthorne Primary School in Bradford. The meetings are a rich exchange of ideas for teacher-led projects under the umbrella theme of exploring how curriculum design can arise from a focus on cognitively challenging learning experiences and an understanding of the pedagogical models and practices which facilitate this. The discussions and planned research are fine examples of teacher enquiry in action, which prompted me to write this blog post.

What do we mean by teacher enquiry?

A variety of terms exist for this work – classroom enquiry, action research, practitioner research – and it has a long history in educational research. Researchers Marilyn Cochran-Smith and Susan Lytle (2009, p.123-4) described teacher enquiry as, “neither a top-down nor a bottom-up theory of action, but an organic and democratic one that positions practitioners’ knowledge, practitioners and their interactions with students and other stakeholders at the centre of educational transformation’’. 

It is associated with small-scale investigations carried out by teachers in their own classrooms and schools. They don’t just observe it, they do it! Underpinning this and recognised is that teachers’ engagement with enquiry will provide answers to questions that they want answers to, and in turn will generate new knowledge.  

What are the benefits of teacher enquiry?

As is in evidence from the NACE R&D Hub meetings, the characteristics of this type of research are that it is undertaken by individual teachers or groups of teachers, it is conducted in schools with the purpose of improving classroom practice, and it leads to shared and greater learning. Teacher enquiry recognises that teachers are uniquely positioned to provide the insider’s view of how teachers and learners co-construct knowledge. Teacher enquiry in the form of short, focused projects is “authentic” because it is close to everyday classroom work; it is “ethical” because of how the enquiries are conducted with regard to confidentiality and anonymity; and it gives “voice” to represent and amplify this important work undertaken by teachers. In our Hub meetings at Copthorne, it is obvious to see the extensive thought processes that have gone into formulating the research questions for the different projects.

What does it look like in practice?

Research of this type has a definite shape to it, although each project in our R&D Hub is slightly different. Many models exist to illustrate teacher enquiry, but they are all based upon similar principles of planning, taking action and evaluation (Coghlan, 2019). 

Stage 1: conceptualisation

 Enquiries begin with the formulation of a question (sometimes referred to as a hypothesis). This is the conceptualisation stage. The question is posed by the teacher(s) or in conjunction with students and must be “researchable” with the potential to answer an issue in the classroom. The NACE R&D Hubs format for enquiry, “If I do X, will Y happen?” is extremely helpful in making this concise and the research viable.  

Stage 2: intervention

After the question is finalised (and often shortened for clarity), comes the intervention stage, where the investigation is planned in detail, a target group identified and baseline information from the target group set up. 

Stage 3: analysis

When sufficient data is gathered, it is organised in categories and then begins the analysis stage, where analysis of key themes leads to deeper understanding. 

Stage 4: evaluation

Finally, after 6-8 weeks, sufficient time to observe physical change taking place, conclusions are drawn which relate back to the original question and typically identify implications for classroom practice (or indeed further enquiry) arising from the investigation. This evaluation stage might include its value to the pupils, to the teacher’s professional learning, or more broadly to organisational learning. 

Whilst these four stages may appear to be a linear process, they are not: the shape is very much cyclical, returning to the original question posed.

How does this relate to provision for more able learners?

There are many benefits to conducting enquiry work focusing on more able learners. It helps create a space for busy teachers to stop and examine existing ways of working. It is situation-specific: it enables the examination of one’s own situation and leads to a better understanding of context. It is a participatory process, all about doing. It builds on teachers’ extensive knowledge of classroom practice already. It is collaborative, as the sharing of ideas with others in NACE R&D Hubs demonstrates. It involves robust evaluation: bringing a systematic and disciplined way of working that leads to new understandings and creates a bona fide evidence base, so important for developing how best to support more able learners in primary and secondary school contexts.

How to do it well: five top tips for teacher enquiry work

1. Spend time getting the research question right. It must be clear and specific. For example, “How does the use of teacher written feedback improve learning in History for more able learners?”
2. Set a baseline at the start of the project. This might be teacher assessment or achievement data.
3. Use a variety of ways to collect data. This could be a short questionnaire, focus group interviews, set tasks or targeted lesson observations.
4. Involve more able students from the start. Involve them in helping to plan the project. Talk to them about how this is going to happen and their view of it in implementation.
5. Share your work. This might be within a school at a research meeting or a staff meeting. Consider going wider. A conference perhaps or writing the enquiry up for publication. This is new and important work. Share your successes!

A final word from Lawrence Stenhouse (1981) who commented that, ‘‘it is teachers who in the end will change the world of the school by understanding it’’.

References

• Cochran-Smith, M. & Lytle, S. (2009) Inquiry As Stance. New York: Teachers College Press
• Coghlan, D. (2019) Doing Action Research in your Organisation. London: Sage.
• Stenhouse L. (1981) What Counts as Research? British Journal of Education Studies. Vol XXIX, No. 2. June.

About the NACE R&D Hubs

NACE’s Research and Development (R&D) Hubs offer opportunities for NACE members to exchange effective practice, develop in-school research skills and collaborate on enquiry-based projects. Each Hub brings together members from all phases, sectors and contexts to share and augment the available evidence on what works for more able learners. Find out more here, or contact us to express your interest in joining the R&D Hubs next academic year.

1. Curriculum organisation and design

2. Design and management of cognitively challenging learning opportunities

3. Rich and extended talk and cognitive discourse

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References and further reading

Reflecting on lessons learned during her participation in the NACE/NRICH Ambassadors initiative, Tanners Brook Primary School’s Mel Butt shares her top tips for effective maths CPD…

Five years ago, maths was targeted as a key area to develop at Tanners Brook Primary School. In our most recent Ofsted inspection, it was recognised as one of our strengths. A key element in securing progress in this area has been our approach to professional development in maths.

Before joining the NACE/NRICH Ambassadors initiative, I was confident and passionate about maths and motivated to develop competent problem-solving mathematicians. I was attracted by the opportunity to work alongside other professionals to explore ways to enhance the maths diet of able children at my school.

At Tanners Brook, we have developed a coaching culture where teachers embrace new ideas and seek ways to improve their own teaching. Throughout this process, I have used my classroom as a platform for ideas and, as time has moved on, I have been able to share these ideas with colleagues.

As part of the Portswood Teaching School Alliance, we also have direct contact with over 70 schools and regularly provide CPD. This meant I already had access to a wider network who could in turn benefit from my participation in the NRICH Ambassadors scheme.

Following on from my experience of receiving and leading CPD based on NRICH’s low-threshold, high-ceiling maths resources, here are my top five tips for effective professional development in maths:

1. Understand the need for change

One approach to support more able learners in maths is using short application activities completed individually at the end of a lesson, after the children are taught a skill. In order to challenge myself (and them), I needed to challenge this mindset. 

While still teaching children the maths skills they need, I wanted to provide them with more opportunities to think as mathematicians. I experimented with moving from teaching them to do maths to allowing them to work as mathematicians.

Through use of NRICH’s free resources, learners are immersed in larger, more open-ended problems where they have the opportunity to work collaboratively, reason more and ultimately be stretched over all of the learning time – not just at the end of the lesson.

2. Develop confidence collaboratively

Having explored the NRICH materials myself, I was able to share the pros and cons of this approach with colleagues. I knew that many teachers find it daunting to teach a lesson in which children may use a variety of strategies, may not know how to start their learning, or may even head off in completely the “wrong” direction. Using NRICH gives staff more confidence as it provides guidance on starting points, questioning and a range of different approaches and solutions – helping to support and inspire both teachers and learners.

I found that a simple problem aimed at KS1 – Eggs in Baskets – could be easily accessed by all staff and was a great starting point. I shared this problem in a staff meeting where colleagues were able to experiment in a workshop-style setting.

Once we’d had a go at Eggs in Baskets ourselves, we explored how this low-threshold, high-ceiling activity could be easily differentiated and accessed by all children – from the lowest-attaining child in Early Years to the most able child in Year 6. Through this discussion, we came up with various ideas to develop the activity, including using apparatus to represent the objects, drawing representations, trial and improvement, and algebra. Teachers therefore felt confident in their own delivery, and equally confident that all learners would be able to access the activity at an appropriate level.

3. Step out of your comfort zone

In December 2018, our phase took part in a live NRICH webinar – logging in to tackle a problem posed by the NRICH team, alongside other classes around the country. We were all quite nervous about this as we really had no idea what we and the children and ourselves would face. However, we committed ourselves fully and both staff and children alike had an amazing time working as mathematicians. From this, we realised that to get the most out of our CPD, we needed to step out of our comfort zones and accept that it’s okay to not always be in control. We look forward to doing more of this in future.

As a result of the work we have done with NRICH, there has been a real buzz in maths lessons. In a recent Year 6 lesson – Olympic Turns – both the class and the teacher were incredibly excited by the learning. This led to increased exposure to mathematical language, collaboration, and the children even wanted to take their learning forward by using protractors to measure. Deeper learning was evident.

4. Share ideas and inspiration

Over the process, I have realised how beneficial it is to be able to share the activities and discuss this way of teaching with colleagues. This takes many forms, from informal chats in our classrooms to the more formal setting of staff meetings. Being part of Portswood Primary Academy Trust and a Teaching Schools Alliance has given me the opportunity to share ideas across schools and with maths leaders within our local authority.

Hearing about activities that other practitioners have tried with their classes will inspire you to try and develop these activities yourself. Knowing that another class of children have fully engaged with an activity often makes it more exciting to try it within your own classroom. In turn, sharing your excitement about an activity can have the same impact on other teachers and their teaching.

In order to support staff further, I have shared the curriculum mapping resources from the NRICH website with staff in my school, NQTs, maths leaders, headteachers and other practitioners leading on provision for more able learners through our NACE R&D Hub. These resources have enabled staff to search for mathematics objectives that link to NRICH activities relating to a particular area of maths.

5. Enjoy it!

When I started my journey as an NRICH Ambassador, I was already enthusiastic about NRICH resources. I have loved spreading my passion for problem-solving and sharing good practice within my school, cluster and beyond. If you are having fun, then your colleagues and the young people in your classrooms will also enjoy the experience of being mathematicians. Embrace it! It is essential that we inspire our children to have a love of maths by showing them how much we enjoy being mathematicians ourselves.

Mel Butt is a Year 6 class teacher with responsibility for More Able, Gifted and Talented at Tanners Brook Primary School, Southampton. She participated in the 2018-19 NACE/NRICH Ambassadors initiative.