Poster: Developing Oracy Skills: a method to improve comprehension and acquisition of the language of chemistry

This poster outlines some considerations in studying students’ development of oracy. In particular, there are two discussion questions:

  • Are multiple choice questions an effective tool for determining language comprehension?
  • How can the link between oracy development and language comprehension be effectively determined?

You can discuss any or all of these points in the discussion below. Naomi is on Twitter also. Remember to tag any conversations with #MICER17.

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4 thoughts on “Poster: Developing Oracy Skills: a method to improve comprehension and acquisition of the language of chemistry

  1. Morning Naomi – Thanks for sharing. It is an impressive construction!

    Can you give any examples of the structured note-taking and use of video/enrichment texts? With current textbooks so clearly directed towards particular exam board qualifications, I am aware of some dissatisfaction with what they provide, and the restriction this can place on students learning if they are the sole source of written information (with perhaps the exception of the “X for You” series?).

    To your mind, is this engagement with source information a prerequisite for collaborative enquiry, or an integral part of it?

    Looking forward to discussing further in May.


    1. Hi David,
      I will email you directly some examples I have used. Structured notes involves breaking down the syllabus into “little learning nuggets”. We teach OCR B so the examples I’ll send are about rejoining the chemistry concepts for example collecting together all the reaction mechanisms that they have met so far and acknowledge their similarities and differences and hopefully recognise each mechanism and consider why, for example, something undergoes electrophilic addition not nucleophilic substitution.
      Enrichment texts seldom take the form of textbooks as I generally find them lacking (RANT!)and so I try and use other materials invariably from the RSC. Favourites include; Anecdotes For Chemistry Teachers; Starters for Ten, Gridlocks and I recently I have been developing a few resources to compare practical methods OUP and RSC/Nuffield to encourage discussion about what information has been provided and why.
      Engagement with source information is both a prerequisite for collaborative enquiry and integral part of it depending on the activity of course! I may be the source or, a video, a worksheet or some reading matter, a practical experience or any combination of the aforementioned.


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