A thread in relation to my @TMHistoryIcons presentation which has just gone live.

Video here:

Slides here: https://drive.google.com/file/d/1EJkZqMt3f7UBLwEPiA1Pf9SZmDO3S-Rr/view?usp=sharing

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Firstly context. I had severe imposter syndrome about creating a presentation because I am not as experienced as everyone that had signed up because of my background 2/

I graduated my PGCE last June from UEA but I did not secure my first position automatically - you can find out more details on my blog - but I have been a CS, currently supply and an amazing school have given me the opportunity to show my passion in September 3/

Through these roles I have not taught in the traditional sense. Those of you that have followed me since December will know the number of subjects I have taught, many having not done since GCSE. But, this has helped hone how I teach, hence my presentation. 4/

Modelling for success - it is a trite title I am aware, as we all strive for the success of our students. I perhaps should have renamed it Speaking Confidence or Modelling Speaking in the classroom - due to the amount I got through in my presentation as I did plan S,R and W 5/

you can see the full presentation I had planned here: https://drive.google.com/file/d/1ydQw8ORFC1-FjyNbU-JI9NcQMAxFH83N/view?usp=sharing

But back to why you have clicked on this. Having mainly SEN classes for my MFL and then top-set for History highlighted to me how differently I had been talking, and really how I shouldn't have. 6/

We scaffold constantly in reading and writing but we almost entirely forget speaking. We forget that students may not be able to create comprehensible sentences and fluid thoughts in our questioning. If they cannot say it to us, how can we expect them to write it 7/

As you listen to my presentation you can see me attempting to explain how MFL promote speaking, but remember this is from a NON-SPECIALIST and my context is completely individualised. But it has extremely helped my teaching to my Top-set history class. 8/

'But miss why do we have to use these big words'. In English and ultimately in MFL they get told constantly to use specific words and shown how to use them in various sentences. I sometimes feel we fall into the trap of providing Key Words but not modelling how to use them in 9/

a historical context. This is why I wanted to talk about this and show different but simple ways we can improve our historical talk in the classroom. Below are going to be links to the specific materials I mentioned in my presentation, but also in what I did plan 10/

Write like a historian - @sehartsmith
http://sehartsmith.blogspot.com/2019/02/how-to-write-and-speak-like-historian.html
I constantly refer to this on my display and students can continually refer too

Talk like a historian - @KKNTeachLearn
A wonderful starter or plenary getting students to TALK about prior/newly learnt knowledge

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Guided Reading - @SPBeale
The resource that has taken twitter by storm, but for the right reasons. Instead of just answering comphrension questions, students are actively reading and constantly summarising what they have read. Engaging with literature can also support our 12/

verbal skills once we READ it to our students. They can see how historians structure their arguments and can begin to speak in this way also.

I do, You do, We do - @MrThorntonTeach @mrwmhistory through writing and looking at scholarship their resources are superb 13/

There are obviously thousands of great resources linking to modelling but I also want to just add to this thread about current process and conclusions. 14/

Due to Covid-19 I have been unable to fully implement a study into the improvement of language and speech in my top-set classes using these ideas. However, if able to, I would like to attempt this in my new school. However, I can say that having only had my 15/

History classes for 4 lessons, I noted a higher engagement in discussion due to understanding and confidence, and their writing was significantly better than their previous assessment - but that is not enough data to create solid conclusions from 16/

Final points - I hope you gained some insight from my presentation and if you take away one thing I hope it is the penultimate sentence - 'If we want the students to use it, we have to model it. If we model it well, the students will be able to use it.' 17/

A huge thank you to those who encouraged me:
@lamb_heart_tea @MrPattisonTeach @AndrewSweet4 @MsQuinnHistory @missvichistory @sehartsmith @HannahSpangle @MrsBallAP @KatieAmery and many more! I am happy to answer any queries to the best of my ability