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1. What do I teach?

2. How do I teach it/them?

3. Why?

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1. I teach developing content and ideas mapping to help students. Alongside that, I teach speaking techniques like voice projection and articulation.

2. I use activities like debates, panel discussions, speed dating to give students to opportunity to activate quick thinking when speaking, as well as develop confidence to share ideas.

3. Being able to think on the spot and be flexible in thinking is important to help students have confidence during the examination.

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1. I ask my Sec 1 students to share their personal knowledge at the start of each lesson, esp at the beginning of a Unit/Theme.

2. Asking interested students to share.

3. This is to let them bring in their background knowledge to the lesson so that it will be easier to weave in the theme as we progress.

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1. What do I teach?

pronunciation

articulation - with focus on the beginning (e.g. 'th-') and end (e.g. '-ed') sounds

Brainstorming for ideas - using various framework

2. How do I teach them?

Recording + Feedback

Repetition

Debates / Pair / Group work

Mindmapping

Framework

3. Why

Students need the practice to speak to a general audience. Currently, they are speaking mostly with their peers. In their daily conversations with their peers, they do not focus on clear articulation. There is a tendency to slur their speech / mumble - as they learn from artists, singing the songs they listen to.

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1. Brainstorming, developing and organising ideas

2. Mindmapping, thinking frameworks, writing and representing before speaking

3. Make thinking visible before speaking

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1. What do I teach? Create stories (dialogues and getting them to role-play)

2. How do I teach it? Performing scripted dialogues first. And them getting them to write a simple story. They then have to role-play in different scenarios

3. Why? They usually like to act - getting them to be interested will increase the engagement and participation level. It targets collaborative, writing and speaking skills.

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What do I teach?

oracy skills, ability to give personal responses

How do I teach?

1) Use SLS to provide students with the opportunity to practise Planned Response.

2) Do role-playing/hot seating in class where we get students to represent different stakeholders giving their opinions on a certain topic.

3) Doing Class Presentation for a research topic.

Why?

To use a variety of platforms and approaches to engage students in speaking and representing.

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1) What do I teach?

There's the various structures and templates to approach oral comms. I try to vary the assessments for speaking where possible as well. Eg. WAs as AAs (vlogs, audio recordings etc)

2) How do I teach students?

I strive to use the proper pronunciation, tone and vocab in my everyday speech to my students. So modelling on a daily basis.

Class sharings, small group discussions, class evaluations etc

3) I try to have a multiplicity of methods towards speaking and representing because there's so many different ways that students will use speech so it doesn't make sense to just teach to the test when it'll be maybe 15 minutes at the most at the national exams for them.

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I usually start from their prior knowledge - what they think communicating effectively means, what have they been taught about it. I will remind students that speaking is always in context and based on where they are, I might offer different strategies to help different groups of students in different areas (e.g. use of discourse markers to help with organisation of thoughts). Generally, I encourage my students to explore different themes and current affairs through speaking activities in peer / group setting and writing personal reflections to build general knowledge and confidence in articulating thoughts.

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1. I taught students how to engage in class discussions

2. Use of talk moves

3. Enables them to keep the conversation going, be more confident in agreeing/disagreeing instead of just moving on after listening to a classmate's response.

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1. I teach thinking strategies for brainstorming ideas and structures for organising their thoughts. To a lesser extent, I also teach them how to present themselves confidently and communicate clearly.

2. Regular opportunities to present in class - every student needs to do a "120" (a roughly 2min speech on a topic assigned to them) with class feedback / explicit teaching and practicing of thinking strategies (exam practice)

3. Strategies at lower sec are geared towards building confidence, practice at upper sec is geared towards exam prep (often times in exam format)

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1) Content generation and development of ideas. Focus is on expression of ideas, ability to convey themselves appropriately and succinctly. I do also take note of articulation and pronunciation.

2) I usually start with think-pair share where they do a quick buzz w their shoulder partner and then spiral progress to a group-sized conversation before we engage in a class discussion.

3) To help them build up their confidence before they embark on a full-class discussion. I also give them the autonomy to decide on a topic of interest to ensure student engagement.

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1. Similar to Faith, have to build up some confidence in the students to speak up. For my NA/G2 class, they read aloud comprehension passages in their small groups then 'braver' ones do it for their class. Exp class has less issues, they do presentations on issues.

2. Share with them rubrics for speaking up - simple ones first (eye contact, volume, pacing) then map to adapted oral rubrics. Sometimes use ICT for students to record themselves. Students give peer feedback.

3. Build up confidence first, have not taught Speaking and Representing explicitly.

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1. What do I teach?

Articulation through tongue twisters, identifying commonly mispronounced words

Content Building through videos, research, note-taking, mindmapping

2. How do I teach?

Class discussions, presentations, mini-debates

3. Why?

To have the confidence to share their ideas/thoughts with a larger audience

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1. In my school, our Sec 3 students craft videos in support of a social cause that they feel passionately about. To do this, we teach them a range of skills they need for this task; Some skills include elements of a speech, body language, eye contact etc.

2. I also use expert groups and the Fishbowl Activity as a way to guide inquiry into various topics through dialogues.

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I try to provide my lower secondary students with some sentence starters e.g. to start, respond, disagree, and conclude. We have videos as a sample to model the behaviour, we get them to write their drafts of their speeches so we can provide feedback more easily, then have them record themselves. I think it is important to allow them to learn how to communicate and to do so respectfully and my lower secondary students generally appreciate having more guidance.

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What is my current practice of speaking and representing?

In the classroom, I provide opportunities to enable students to speak in class, from group discussions where they investigate and explore various themes; to smaller paired conversations to discuss questions or ideas.

There are also more 'formal' lessons to learn about speaking and representing (verbal and non-cues, pronunciation, articulation etc); role-playing opportunities to encourage perspective-taking in oral communication.

On a school level, we have a speaking programme where identified students are attend some training sessions and also given opportunities to speak for a larger audience, such as at assembly sessions.

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1. A few things:

content ideas and organisation

oral (pronunciation, intonation, volume)

presentation / public speaking

2. Through using:

mindmaps

PACC

presentation/public speaking/debating skills (using gestures, eye contact, volume to create effect, etc)

we have package that is part of our ALP for each of the levels

3. To build:

confidence in speaking audibly

ability to express ideas convincingly and accurately

ability to organise ideas coherently