This material is based on the many CPD courses that Dale has run in recent years, in which he’s discussed how he has worked with his classes to improve students’ ability to build their knowledge and understanding, to identify and construct arguments and, finally, to communicate those arguments. Classroom examples are taken from textbooks that Dale has written or on which we’ve worked together.

 

 

Unit Contents

INTRODUCTION:

• Diagnosing why students struggle with communication
• The role of visible learning

PART 1: The Memory Task – Helping students with ‘how to’ remember

This section includes:

• Plan courses to help memory – the importance of starting with overviews
• Identify takeaways clearly for students
• Create activities which help students combat common memory problems
• Model and provide regular retrieval practice
• Develop Memory Aids
• The importance of spaced practice and homework
• Explain this approach to learning to students and parents

PART 2: The Thinking Task – Helping students with ‘how to’ identify and construct arguments

This section includes:

• The importance of not writing too soon
• Argument bridges
• Building argument into the History curriculum
• Creating regular opportunities for speaking and listening to explore and debate different interpretations
• The importance of criteria-based arguments for effective argument building
• Ways of helping students to construct arguments – concept maps, continuum lines, Venn diagrams

PART 3: The Language Task – Helping students with ‘how to’ communicate

This section includes:

• Helping students see what a good piece of writing looks like – models of excellence, writing shapes, walking or physical essays
• Talk for Writing – thinking-talking-writing mats
• Redrafting & Feedback
• Developing Subject Specific Vocabulary – key word games, interactive glossaries

CONCLUSIONS:

• Summing Up
• Key questions to help with planning