Lesson video

Hello, Mrs. Butterworth here.

And I am ready to take you through your English lesson today.

So in this lesson, we'll be evaluating and practising our discussion skills.

So we're going to start off by thinking about a success criteria for a discussion, and how we can give really effective and specific feedback.

And then we're going to move on to use all of that information to plan and practise a discussion.

Sound good? Great, I'm ready to get started.

So let's go.

So in this lesson you will use the success criteria to have an effective discussion and use it to provide specific feedback.

So let's look at some of those key words that will be in the lesson today.

Those words are evaluate, criteria, specific, and relevant.

Now, to evaluate means to examine something closely and make a judgement about its effectiveness.

So today, we're going to be evaluating our discussions.

So that means we're going to be looking closely at them and thinking about how effective they are.

We're also going to be thinking about using a criteria.

So a criteria is almost like the rules or guidelines used to judge or decide something.

So we'll look at discussion, look at the success criteria, and evaluate how effective they've been.

Specific means something that is clearly defined, precise, or exact.

So we'll begin to look at.

We're going to look at how to give specific feedback.

And relevant means closely connected or directly related to what is being discussed.

So relevant is almost like linking to something else.

If something links to something, it is relevant.

So the outline of our lesson today looks like this.

We're going to begin by thinking about evaluating discussions and how we do that.

And then we're going to move on to practising effective discussions.

So let's start with that evaluation.

So first I want us to think about and remember what might be considered some of the key skills needed for effective discussions.

So you are going to discuss this first, what might be considered some of the key skills needed for effective discussions? You can use the pictures to help you.

And we'll feed back in a moment.

So pause the video to discuss your answer to that question or think quietly to yourself.

Off you go.

Great, that's very promising.

We already seem to have lots of knowledge about effective discussions.

So let's just feed back some ideas.

So what could be considered some of the key skills for an effective discussion? So you may have considered brain thinking.

So using evidence and contributing ideas that help move the discussion forward in a meaningful way.

So we need to make sure that we are actively thinking all the time.

That we are also listening, so we're staying on topic, and waiting to take turns, and using those active listening skills.

So making sure we have a positive body language.

We're nodding our heads, all of that sort of thing.

That we are speaking clearly.

And remember, this doesn't just mean being heard.

This also means about making sure your contributions can be understood.

So are you articulating yourself in a clear and understandable way? And then finally, another spoken language skill is that eye contact.

Our eyes are looking.

So we are making sure that our eye contact is being made where appropriate.

And we're using positive body language to show that we are present and that we are focusing.

So true or false, you do not need to worry about body language when discussing.

Is that true or is that false? Yeah, well done to everyone that said false, excellent.

But we need to justify why.

So why is it false that you do not need to worry about body language when discussing? Come up with your answer now.

Okay, are we ready to compare? Great, so you do need to worry about positive body language because using positive body language can show that you are engaged in the discussion and help create supportive environment.

It can also help you to speak more clearly.

So we do need to worry about body language when we are discussing.

So with all of this information, thinking about those key skills and things that we need to be thinking about, we can change those discussions into a success criteria or checklist.

So it could look something like this.

That you use evidence to move the discussion forward, could be part of our success criteria.

That we take turns, speak clearly, use positive body language and eye contact, and that we respond in a relevant way.

So a success criteria, or a checklist for a discussion, could look something like this.

And actually, this is going to be the one that we use today.

So I'd like you just to have a little moment to read through that success criteria again, and just spend a moment looking at it.

So pause a video to give yourself time to do that now.

Now, you've thought about it.

I'd also like you to consider, what do you feel is the area that you would most like to improve? So thinking about that success criteria, where do you feel like you most need to improve? So again, pause a video just to give yourself time to think about this.

You may even wish to jot your answer down somewhere.

Okay, off you go.

Okay, so we've spent lots of time with that success criteria.

So let's see what you remember.

So what is missing from this success criteria? So where that question mark is, what should be there instead? What is missing? Come up with your answer now.

Okay, are we ready? And well done To everyone that thought that the answer was speak clearly.

That was what was missing from the success criteria.

Well done to everyone that got that right.

If you didn't get that right, that's fine.

Just make sure that you've got a good understanding of what our success criteria looks like today.

So now, we have our success criteria.

We can use this to evaluate our discussions and create feedback.

So today, we are going to use a WWW, what went well, and an EBI, even better if.

So let's look at some examples now.

So Lucas decides to self-assess his discussion using the success criteria.

So you'll see here what he has ticked, what he thinks has gone well.

And he's put a cross there for use evidence to move the discussion forward.

'Cause for Lucas and his self-assessment, he's feeling like he didn't do that.

So now, he can use that information to create a what went well and an even better if.

So he says here what went well.

"I spoke clearly.

I used positive body language and used my active listening skills to respond in a relevant way, and wait for my turn." So you can see how he has used words from the success criteria, but also developed them specifically for his own self-assessment.

And his even better if looks like this, even better if, "I used evidence to develop comments, my comments further.

At times I gave very short answers." So again, you can see how he's used the words from the success criteria.

But he's also developed it and personalised it to his own feedback.

"I gave very short answers." So Lucas has done really well here with using that checklist and creating and generating that specific feedback.

So let's look at another example.

So Andeep also wants to self-assess his discussion.

And again, he begins by using the success criteria.

So Andeep, slightly different here.

'Cause for him, he has used evidence.

He has taken turns.

He feels he's used, responded in a relevant way.

But for him, he perhaps feels that he could speak more clearly and use some positive body language and eye contact.

So he's given himself a what went well and an even better if.

Let's have a look.

So he says, what went well? "I discussed the question," even better if, "I spoke more." Hmm, so it's slightly different to the example that we looked at before, isn't it? So Andeep has done something slightly different here.

So I'd like you to discuss first, see what you can come up with.

How could improve his feedback? So what could Andeep do to make his what went well and his even better if more specific? Okay, pause the video so you can discuss your ideas.

Off you go.

Okay, great, some really perceptive answers there.

So well done for picking up on that.

So what you could.

What we could say is that Andeep could use the success criteria to help him make his feedback more specific and relevant.

Because he hasn't really used the words from the success criteria, nor has he really personalised it for his own self-assessment.

So Andeep has another go.

But this time, he does use words.

He does use the words from the success criteria and make some specific and relevant comments.

So let's have a look.

So he says, what went well? "I moved the discussion forward using relevant evidence to respond.

And I used my listening skills to wait for my turn to speak." That's much clearer and much more specific.

Even better if, "I used more eye contact and positive body language." So again, he's used those words from the success criteria.

But he personalises it and makes it more specific to him by saying, "I get nervous, but I think doing this will help me to speak more clearly." Okay, so we have another two examples here.

We have Izzy and Jun, A and B.

And I'd like you to decide please, which pupil has used the success criteria to create specific and relevant feedback? Let's read the feedback together first.

And then you can come up with your answer.

So Izzy has written what went well, "I used positive body language to help me speak clearly." And even better if, "I developed the discussion by including evidence." Let's look at B, Jun.

Jun says what went well? "I spoke a lot in the discussion." Even better if, "I listened more to my peers." Okay, so over to you.

Which pupil has used the success criteria to create specific and relevant feedback? Choose your answer now.

Okay, well done to everyone that said A.

It was absolutely Izzy.

You can see that she's used words from the success criteria.

Whereas Jun is a bit more vague, isn't it? He hasn't really used those words to develop his self-assessment.

Okay, so practise task time.

Sophia has used the success criteria to begin self-assessing her work.

So here is Sophia's success criteria.

You can see what she has ticked to show what she's done well and the things that she doesn't feel that she's done quite so well in is with that cross there.

So your practise task is to create the what went well and the even better if for Sophia using that success criteria to help you.

Okay, so when you are ready, pause the video.

And we'll share our answers in a moment.

Off you go.

Okay, great.

So I'm gonna show you an example now.

So this'll be a really good opportunity for you to consider your own work.

And you may wish to add to it, improve it, or change it.

Or maybe, you're just happy with it.

And that's fine too.

So what went well for Sophia? "I used my listing skills and positive body language to engage with discussion.

I spoke clearly to be heard and understood." And her even better if, "I used evidence to develop my comments.

At times we were silent because the discussion wasn't moving forward." So you can see how this example uses words from the success criteria, but has also developed those comments and personalised them for Sophia.

Okay, so we have reached the second part of our lesson.

We've considered how to evaluate discussions.

And now, we need to think about practising our discussion skills.

So before beginning a discussion, it can be a good idea to take a few moments to look at the question or topic and consider some ideas, so just to take a moment and just to really think about what the discussion task is and how you might respond.

So it's good not to just rush straight into it, but give yourself those few moments.

So for an effective discussion, you will need to have an idea of some clear points to make and some evidence to support.

So I'm going to give you a discussion question to help you practise mind mapping your ideas, okay? So you are going to practise this discussion question.

If you could design your own school, what would it be like? Okay, and I'm gonna give you some questions to help you start thinking about how we could mind map that.

So what would the classrooms look like? Would there be homework? And what subjects would you include? So before I show you an example of how to mind map and answer these questions, I would like you to have a go.

So you could jot down some of your own ideas as a mind map.

You could even think quietly to yourself, or even discuss your ideas with someone else.

But pause the video to give yourself time to do that.

And then I'll share with you a response in a moment.

Off you go.

Okay, so I'm going to show you some ideas now as to how we could mind map this question.

And you'll notice as well that I have written these in note form.

They're not very long.

So when we're mind mapping it, it is really about those quick ideas.

So what would the classrooms look like? I've just made some key points here that I would add in a discussion.

So more comfortable furniture, modern and colourful, and whiteboard walls.

So when I come to discuss, I know these are things that I'm going to be looking at.

Would there be homework? So I've answered the question, yes.

But there'll be more choice and much more support to complete.

And then I've also added in some anecdotal evidence here to remind myself to include that in the discussion that many peers struggle to access what they need to complete it, or complete homework.

And then what subjects would you include? Again, you can see this note form here, creative subjects, life learning skills, mindfulness.

And the evidence that I'm going to use is that reports on young people struggling with mental health.

So you can see how quick these notes are.

And this is exactly what you should be aiming for before a discussion.

Some quick notes, some evidence that you can include, so you can refer to these throughout your discussion.

So to recap, the mind map is presented in note form and includes key ideas and has opportunities to include evidence.

So a mind map should.

Okay, which of those answers would make an effective mind map? Pick your answers now.

Are we ready? Great.

So hopefully we all picked B, C, and D, include key points and ideas, include opportunities to include evidence, and be written in note form.

Now, you'll notice the wrong answer is to be written in full sentences because remember this is all about our quick thoughts.

We want to do this quick.

So writing things out in full sentences would take far too long and would be difficult to refer to when we are discussing.

Okay, so we have reached our practise task.

So for this task you will be discussing the following questions.

If you could design your own score, what would it be like? What would you.

Would you rather explore outer space or the deep ocean? And what three things would you bring to a desert island? Now, before we discuss, it's important that we have a go at mind mapping our ideas before the discussion.

So we have looked at question one.

So you will need to mind map your ideas for questions two and three.

So what I have done is I've put some questions on the following slides to help you.

Now, you may have some other ideas.

And that's absolutely fine.

But these questions can help steer you towards some ideas if you are struggling.

So let's look at those questions.

So would you rather explore outer space or the deep ocean? So as your mind mapping, you might want to consider, what might you discover? Which seems more exciting? What challenges might you face? And how will you overcome these? And finally, which might be more beneficial to humans, or have the biggest impact on science and technology? So as you're mind mapping that question, you can consider those questions to help you.

And then question three, what three things would you bring to a desert island? As you're mind mapping, you might consider, what three items would be the most useful for survival and why? How would your choices differ if you could only bring items for comfort versus practicality? And what personal item would you bring for emotional support? And how would it help you while you are stranded? Okay, so those slides will help you when you are mind mapping your ideas for the discussion.

So pause the video so you can get mind mapping your initial ideas.

And we'll feed back in a moment.

Off you go.

Great, well done.

You are now prepared and ready to think about your discussions.

So you have got those really useful mind maps that will help you.

So what you're going to do now is you're going to discuss the following.

If you could design your own school, what would it be like? Would you rather explore outer space or the deep ocean? And finally, what three things could you bring to a desert island? So remember to use your mind maps to help you fully explain your answers, and use the success criteria from the first part of the lesson to keep your discussion on track.

Okay, so you now have everything you need for a fabulous discussion.

So pause the video, get on with your discussions, and I cannot wait to hear what you come up with.

Off you go.

Oh, that was fantastic! What wonderful discussions I could hear.

That was really fantastic.

Lots of you really benefiting from that little bit of planning we did at the start with those mind maps.

Really, really great stuff.

Lots of evidence being used.

Just really well-developed discussions, which I love to hear.

So what I would like you to do now is I would like you to self-assess your discussions using the success criteria.

So exactly like we did for our other pupils in the first part of the lesson, you are now going to do it for yourself, as you've got your success criteria there.

And then what I would like you to do is give yourself a what went well and an even better if.

Now, remember to use that success criteria to give yourself specific and relevant feedback.

So use the words from the success criteria, but then personalise it for your own discussion and self-assessment.

Pause the video to get this reflection task done.

Off you go.

Well done, everyone! We have reached the end of the lesson.

And that was really good fun.

I hope you enjoyed it as much as I did.

It was lovely to hear so many of you speaking so well.

So we know that a specific success criteria enables you to evaluate how effective a discussion is, that when giving feedback, it is important to be specific and refer to the success criteria, which you have all done throughout the lesson.

Taking a few moments to mind map the discussion question or topic can help you to make relevant and developed comments.

Fantastic job today, everyone.

I really can't wait to do it again.

So do join me for another lesson in the very near future.

I'll see you all then, bye!.