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Enhancing English Education: Proven Strategies by Geoff Barton

Discover effective strategies for improving English instruction in the classroom. In "Impact in English," Geoff Barton shares techniques rooted in research, emphasizing the importance of collaborative talk, modeling spoken language, and integrating a range of texts, especially non-fiction. The guide offers actionable insights on teaching reading, writing, and speaking skills, ensuring students understand key genres and structures. Educators will find practical approaches to enhance student engagement and performance in English, with downloadable resources available for further exploration.

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Enhancing English Education: Proven Strategies by Geoff Barton

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  1. Impact in English:What we know works Geoff Barton Download free at www.geoffbarton.co.uk

  2. What

  3. How

  4. What

  5. Subject Reviews 2005 & 2009 “English at the Crossroads”

  6. Long-term: • Collaborative talk • Modelling spoken language • Connectives • Teacher talk & questioning • Quick hits: • High status • S&L assessment days Speaking & listening:

  7. Are we teaching English? • Are target grades for English & English Literature the same? • Sample students – do they know the difference? • Are they immersed in non-fiction reading and writing? • Do they know the key ingredients of letters, leaflets, descriptive writing, etc English: Starting-points

  8. Long-term: • Teach reading skills • Wider range of texts, esp non-fiction • Reading communities • Quick hits: • Don’t allow literature to dominate • Use non-fiction reading starters • Model writing about texts Reading:

  9. Long-term: • Model writing very explicitly • Sentence variety • Teach and display connectives • Quick hits: • Target boys and showing ‘making’ Writing:

  10. How

  11. Basics: • Mapping for students • Monitoring, sampling, etc • Stabilisingbehaviour • Intervention: • English leaders • Withdrawal for target groups • Extra sessions – such as?

  12. Leadership Dilemmas … 1 – You sense that teacher A is spending all the class’s time on poetry, and not preparing them for English reading and writing skills. What do you do? 2 – Behaviour in teacher B’s room (an experienced teacher nearing retirement) seems problematic. You ask how things are and s/he says “fine”. What do you do? 3 – An earnest, reliable student asks to move to another group because he feels unchallenged and not being taught properly. What do you do?

  13. Impact in English:What we know works Geoff Barton Download free at www.geoffbarton.co.uk

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