Highland Literacy Project:

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Highland Literacy Project Collaborative
Learning Across P7/S1
Highland Literacy Project Collaborative
Learning Across P7/S1
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Background
This Highland project looks at promoting the use
of collaborative strategies across P7 and S1, for
reading for information. The pupils work in
mixed ability trios. Being methodology, rather
than subject based, the strategies can be applied
in both sectors. The project involves Auldearn
and Carrbridge Primaries and Nairn Academy and
Grantown Grammar School
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This project encourages teachers to

• Make closer links between reading, writing,
  talking and listening
• Use a variety of non-fiction texts
• Use a variety of follow-up activities which
  encourage children to refer to the text
• Adopt some of formative assessment strategies -
  e.g. Self and Peer Assessment, Collaborative
  Learning and sharing targets

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Making the connection- reading, writing,
talking and listening
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Why Collaborative learning?

• More pupils learn more of what is being taught
  and retain it longer
• More pupils more satisfied with their lessons
• Pupils assume greater responsibility
• An increase in independence
• Stronger feelings of self worth
• Development of co-operative skills
• Pupils feel accepted by peers and are more able
  to learn
• Pupils learn values such as respect and empathy
• Highland Learning and Teaching Toolkit

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Developing co-operative skills
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Criteria for Success

• Methodologies are shared across primary and
  secondary sectors
• Pupils apply collaborative strategies and skills
  across more curricular areas facilitating
  independent learning
• Primary/secondary transition arrangements are
  enhanced to support pupils and teachers
• Pupils have improved motivation to read and
  engage in non-fiction texts to support learning

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HMIe Advice

• Increase discussion skills to improve
  comprehension
• Develop improved reflective questioning
  strategies for children
• Provide more thoughtful, focused reading
  activities
• Teach children to use information texts more
  frequently
• Teach children to make their own notes
• Provide lesson aims which are clear and shared
  with children

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Links to ACE

• SUCCESSFUL LEARNERS CAN USE LANGUAGE TO
• Communicate by listening , talking, reading
  and writing in a range of settings
• Access texts which are visual, digital, media and
  print ancient and modern
• Think creatively and independently by presenting
  work in different ways
• Learning independently by searching , selecting,
  processing and transforming information from a
  range of oral, printed and digital sources
• Learn as part of a group by talking and
  clarifying their understanding about texts

• CONFIDENT INDIVIDUALS CAN USE
• LANGUAGE TO
• Relate to others and learn from them by talking
  clearly, listening attentively and responding
  appropriately
• Demonstrate self awareness by observing and
  reflecting on audience feedback
• Critically analyse a range of texts or oral
  presentation
• Express ideas creatively in a way which engages
  others

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Links to ACE

• RESPONSIBLE CITZENS
• UNDERSTAND THE
• IMPORTANCE OF DIFFERENT BELIEFS, LANGAUGES AND
  CULTURES ANCIENT AND MODERN AND CAN
• Develop knowledge and understanding of the world
  and Scotlands place in it by reading and
  discussing non-fiction texts
• Develop their reading skills so they can
  interpret, critically examine and analyse
  different types of text which exist in a complex
  society with a high volume of information

• EFFECTIVE CONTRIBUTORS CAN USE LANGUAGE TO
• Communicate in different way for different
  purposes as a result of having a sound knowledge
  of language and how it is applied and of using it
  to explore, question and understand a wide range
  of ideas
• Explore fully the meanings, implications and
  standpoints in texts
• Apply critical thinking in new contexts by posing
  and reflecting on questions
• Create and develop arguments, opinions and
  viewpoints

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Independent Learning

• Quote
• By P7 pupils should
• Know where and how to find information
• Know what questions to ask
• Have developed independent research skills
• HMIE Improving Scottish Education published
  2006

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Taking responsibility for learning
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Independent Learning

• Quote
• Secondary teachers should introduce more
  collaborative approaches, engaging pupils more
  actively in thinking about their learning
• HMIE Improving Scottish Education published
  2006

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Independent Learning

• Quote
• Learners should become as aware of the HOW? of
  their learning as they are of the WHAT?
• Principles of AifL, 2002

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How can we find out?
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Effective Learning Teaching

• Inclusive and enjoyable
• We are more likely to learn when we are
  motivated
• Whole Learner
• encourage the ability to read and be sensitive
  to other peoples feelings.
• Lifelong Learners
• Taking responsibility for their own
  learning
• Highland Council, Learning and teaching
  Policy

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Enjoyable
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And Inclusive
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Trio Rules

• Talk quietly within your trio.
• Sit facing one another in your trios, not in a
  straight line.
• Listen closely when someone else is speaking.
• Look at the person who is talking.
• Dont speak until others are finished.
• Speak clearly and dont wander from the subject.
• Encourage others to speak by including them,
  asking their views.
• Value everyones opinion.

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Trio Roles

• Reporter
• Recorder
• Checker

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• A typical lesson
• Each trio would
• Share their prior knowledge of the topic
• Discuss what they want or have been asked to find
  out
• Skim the selected text for unknown words. Discuss
  these and find out their meanings.
• Read the text out loud within the trio at least
  twice

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Sharing prior knowledge
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Skimming for unknown words
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Sharing the reading out loud
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• A typical lesson continued
• Each trio would
• Discuss, agree and record, in note form, what
  they have found out
• Share this with another trio or the class
• Revisit their prior knowledge was it true,
  false or cant tell?

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Making Notes
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(No Transcript)
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Key point

• The teachers used a timer to ensure that no part
  of the lesson lasted more than 3 5 minutes. It
  was crucial that the lesson moved at a quick pace.

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Sharing feedback with the teacher
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Additional Activities

• The pupils could
• Ask questions for others to answer
• Find five fascinating facts
• Draw a diagram / make a model
• Prepare a report
• Share new words and ideas
• Play a game
• Research the subject further

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S1 Geography lesson

• The pupils made models to show the contours of a
  mountain.
• The pupils also played a game to match the
  features of a river basin.

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Formative Assessment

• How well did we work in our trios?
• Why was that?
• How can we improve in future?

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WALKABOUT Sharing What I have learned today
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What do the pupils think?

• There is discussion about the text and it helps
  me to understand better. P7 pupil
• We share ideas and I know exactly what I am
  doing S1 pupil

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What do the pupils think?

• Its a good way to learn because its fun
  P7 pupil
• I like learning this way because its not just
  reading words S1 pupil

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I learn better
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Next Steps

• Methodologies are shared across and within
  secondary departments
• Presentation to staff by current practitioner
• Observation of lessons by class teachers
• Methodologies are shared between cluster
  primaries
• Visits from associate primary staff
• Peer and Authority support for new primaries
  adopting the methodologies
• Methodologies are shared and further developed
  between primary and secondary sectors
• Visits from secondary to primary
• Visits from primary to secondary

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Highland Literacy Project Collaborative
Learning Across P7/S1