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22.09.2013

As Shirley Clarke suggest talk partners is the easiest strategy to implement in the classroom first and is generally already happening without teachers realising.
Some children feel more confident when using talk partners because they don’t feel any pressure as they are part of a paired response and there is time to discuss. My initial intention was to implement a range of opportunities across the curriculum that would develop speaking and listening skills.
Children need to have thinking time to answer a question, but discussing with a talk partner during that time or using mini whiteboards makes the thinking time more productive. My aim was that all children would become fully involved within the learning activities to enable them to make the best progress and, as a result, become more confident independent learners.
All research shows that when speaking and listening is well developed and encouraged it has a positive impact on children’s learning. Circle time discussion based around why it is important to talk about and share their learning with each other. Many teachers have found it useful to model the strategy for themselves with their teaching assistant, both good and bad talk partners.
Random talk partners has proven the best way and should be changed either weekly or fortnightly. Fun and supporting – if children need help they can ask their partner rather than their teacher. The selection process can be done in a variety of different ways and it is up to the individual teacher’s preference. The selection process of choosing your talk partners can also be used for a number of other AFL situations. Most teachers have allowed the children to choose where to sit once the names have been drawn out.
I have used talk partners over two academic years and I have only ever had to separate one pairings once. If a pair is chosen at random whom sat together the previous week then as a class we decided that their names would be put back in, however it is evitable that children will end up together again and if it wasn’t the previous week then they will be partners again.
At the start of different lessons, either problems were set or questions asked for the talk partners to work through and the pupils were encouraged to share their thoughts and knowledge with their partner to explain how they could solve the problem. The amount of work produced has visibly increased, and the children are recalling more of their past learning to help them.
Children have themselves commented that they no longer get frustrated – instead of waiting with their hands up they can now share all their ideas with a partner and children are more willing to tackle independent tasks more effectively, using strategies they have gained from TASC to solve problems. Children are more confident to answer questions when they have discussed it with a partner. I thought that the introduction of talk partners within my classroom may have been initially a problem, however the children were not phased and were really keen to be involved. Improving children’s listening and speaking has a great impact on their progress in both literacy and numeracy. Children love the talk partner strategy and it has begun to have a positive impact on other subjects. Children are fully involved throughout the lesson and make good progress towards being independent learners.
Most children, especially boys responded positively to learning styles and strategies of AfL. Children are enthusiastic about learning and respond sensitively to each other when giving feedback. Children are more focussed and motivated with a greater understanding of their own sense of achievement and learning.
At the end of the half term I gave the children a questionnaire to gain their thoughts and opinions on talk partners.
The amount of speaking and listening has increased dramatically and has enabled me to do more on-going assessment of the pupils’ learning.


Feedback is more immediate – as the I and my teaching assistant move around the classroom we are able to listen to the children’s discussions and help to clarify their thinking as appropriate.
Reviewing marking of work practices as a result of the talk partner work, to give clearer feedback to children after their independent work.
The initial training and implementation of AfL has just been introduced to the whole school and is led by the Assessment Coordinator and Year 5 teacher as a result of taking part in the Shirley Clarke’s learning teams for Doncaster. Teachers involved in the research project have worked alongside their year group partner on a one to basis to help them introduce in their classes.
A class of children involved on the project could help introduce the strategy to other children in school. All teachers have had different experiences with different cohorts with different cohorts responding to the strategy in different ways and it is important to maintain high profile in it.
As this strategy becomes embedded throughout the school it is anticipated that the impact will be greater through more effective continuity. Most children were found to be receptive and could see the benefits to their learning, but there were pockets or in some cases individuals who were reluctant to take the strategy on.
This was approached in various ways by establishing that girls and boys use different parts of the brain for thinking and so a pairing with a girl or boy maximises thoughts and thinking processes.
Random Name Generator Software offers a solution to users who want to generate a specified number of random first and last names. We are building a free shopping app that will help you get discounts on the products you like. The random name generator can suggest names for babies, characters, or anything else that needs naming.. Copyright © 2014 Review Ebooks, All trademarks are the property of the respective trademark owners. I found that I was already using talk partners in the form of ‘discuss with the person next to you.’ Other ideas include the process of ‘think, pair, share’ Therefore, this strategy was easy to adjust to and only small changes within my classroom were necessary.
Children begin to give more detailed answers and gradually developing higher- quality talk. It may be worth asking the children to think about what would happen if they didn’t share their learning with anyone.
Once this modelling has taken place it means that success criteria can be generated and displayed in the classroom. Children can sometimes be nervous about asking the teacher because they have to admit they don’t know.
For example, choosing which child’s work you are going to show under visualiser, who will answer the next question etc. Again this is individual preference and as the teacher you could decide whereabouts the classroom the children sit once their names are drawn.
In one class two boys who were best friends and would always mess about if they were partners for anything ended up sitting together, I was really worried. The idea is that they build on the feedback given last time and continue to develop at being good learning partners. We modelled being bad talk partners and the children shared their ideas as to how we could do it properly.
Sometimes the children are asked to whiteboards to make jottings and notes to help refine their thinking. I would ask the question or set the problem and then give the children their ‘talk’ time before using the programme to decide who will answer the question.
All children have become ready and willing to talk through their thinking, and are far more able to focus on the task in hand. In their independent class work, the children have increased their ability to solve problems by thinking them through and using what they know, instead of panicking! By asking children to say what their partners said, there has been an improvement in children’s listening skills.


I think my enthusiasm of the whole assessment for learning strategies rubbed off on the children and the overall atmosphere and ethos in the classroom is generally busy respectful and purposeful.
Workshops could be led and organised by the year 5 children where they produce some displays and each child be partnered with a child from another class to ‘talk’ them through the talk partner process. This will be rolled out to the rest of the school initially with a focus on mind set and talk partners followed by the use of learning intentions and success criteria.
You will be able to request a discount for any product you like, whether you found it online or in your feed added by another user. Traditional classrooms is teacher talking to class or individuals and often many teachers usually have a question and response session as part of their lessons; whilst this provides opportunity for individual children to respond using ‘talk partners’ means that there is no opportunity for children to opt out while the confident few so most of the talking and thinking.
We had a circle time discussion based around why it is important to talk about and share their learning with each other.
Using this modelling process and the children’s idea success criteria was generated with the children agreeing a set of rules regarding respectful speaking and listening.
At the end of the week the children are given an evaluation in which they complete to determine whether they have been a good talk partner and whether their partner was a good partner.
Whilst this is happening, depending on the length of the time given I walk around the classroom listening to children’s talk and identifying any misconceptions on the spot, giving immediate feedback.
Social skills are improving and quieter children are being given a voice and a place in the class. Beginnings of lessons are now more efficient as children link straight away with their partner.
Many of us are guilty of asking a question and waiting for the children to think and answer through raising their hands, however my research has shown that it is the same few children who are always first with their hands up and do most of the answering, therefore most of the class opt out of listening and thinking as a consequence.
I asked the children to think about what would happen if they didn’t share their learning with anyone. I choose which pair I feel has worked the best and followed the success criteria and gained the most benefit from having each other as a learning partner. I find this useful for both APP and evaluating the children’s speaking and listening skills. The quieter children have made the most progress, and have occasionally even taken on a lead role in discussions. When giving explanations to lower achievers, higher achievers have to be really clear about their thinking, so each child benefits from the pairing. The idea of random talk partners was introduced and I shared the random name generator programme with the children. As the pairs are random the children have opportunities over the weeks to work with peers who had different learning styles and ways of thinking to themselves.
One boy who was usually very quiet actually led a discussion on the effects of healthy eating and was keen to give his views. However at parents evening I explained the benefits and success and explained that it would be weekly even they liked the idea of their children mixing with other children in this way. The use of talk partners means there is a constant handover to the children when questions are asked or tasks are underway. They really liked this programme and the fairness factor, they like that it is completely out of my control. Children are immediately more motivated to work because they are in charge of their own learning. There had been some issues at first with children not wanting to sit with certain children but they really like the system now and want to sit with their friends less than before.



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