Developing Thinking Skills Through Action

LogoVisual Thinking across the curriculum: From the spoken to the written word

Jo LittleSt Paul’s C of E Primary, Brentford

Easter 2006

What was the learning need?

Speaking and Listening, Yr 6• Some children, especially a group of girls

were reluctant to speak out in class discussions.

• Despite thinking time being given, it was always the same children answering questions.

• 63% of the class are mainly auditory learners (17 out of 27)

The learning need

Writing• Structure of writing – Children were still finding it

difficult to structure their writing into paragraphs despite input about Mind Maps. In hindsight, they didn’t really understand how the thinking tool (mind map) was helping.

• As a result, mainly ‘middle’ group still bordering on Level 3 / 4.

• Poor attitude and reluctance/lack of confidence to writing from the boys. ‘What do I write?’ ‘Where do I start?’

Attitude/behaviour questionnaire

• Conducted separate questionnaires on Speaking and Listening and Writing to see what the children felt about each aspect. From the questionnaire, I found that boys were more reluctant than girls and less enthusiastic.

• Attitudes showed that children were aware that they gave their point of view more than some other members of their class.

• Also, the more quiet children and boys with peer pressure were aware that they were being a little overshadowed.

Observations

• A Learning support assistant kept a record of children who answered questions. This showed participation in terms of gender and ability.

• Group work observations – Children were happy to talk within groups. Even the quieter members of the class were able to talk in groups.

Data from first questionnaireGraph to show how confident children felt about

answering questions in class (before LVT)

0

2

4

6

8

10

1 2 3 4 5

Confidence Rating

Am

ou

nt

of

ch

ildre

nSeries1

Graph to show how confident children felt about

answering questions in class (after LVT)

02

46

810

12

1 2 3 4 5

Confidence rating

Am

ou

nt

of

ch

ild

ren

Series1

Before LVT

• 10 children out of 27 in the class enjoyed writing, Approx 37% (mainly members of group 1 and 2.)

• Comments from those who didn’t enjoy writing was mainly not knowing what to write and where to start.

After LVT

• 23 out of 27 really enjoy using LVT.• 20 out of 27 said it had made a difference to the

planning of their writing • Impact as far as the children were concerned

was that it was helpful, non-restrictive and now they know what to write. One boy commented, ‘once you have one idea, this triggers of lots more ideas.’

An extremely positive impact!

Intervention: My initial ideas about

LogoVisual Thinking

Intervention

• Logo visual boards and software• The boards were first used at the end of a

Science topic on Electricity. • Children were given the opportunity to write what

they knew about the topic. • From observations, it was clear that all children

had a chance to put forward their point of view and all children were able to be more assertive.

What the children thought

‘ I like it how you can see what everyone thinks.’ Billyray

‘Everyone gets a chance to say what they think.’ Jeffrey

‘It helps me know what to say and what to write.’ Senzo

‘I can just write what comes into my head without worrying.’ Boyd

Impact on children’s learning

• Children (boys) are writing more than compared to before.

• All children are more confident with their work. They now even use the technique without the boards. (Although the boards are still exciting for the children!)

• They ask to use the logovisual boards.

What has been learned?

Pupil outcomes• More confidence – see questionnaire• They feel that all their ideas are worthy• Children are writing more ideas and are

demonstrating higher levels of speaking and listening

• Better structure to their writing: paragraphs and ideas

What has been learned?

Staff outcomes

• My own confidence with teaching mind maps – better explanation about mind maps as a thinking tool

• Raised awareness of the quieter children’s ideas and their reluctance to speak out

Next steps?

• Filter to whole school: Year 5 first and staff at INSET.

• Monitoring of the impact of logovisual on writing from the beginning of the academic year.

• Year 6 SATs results for writing, (especially boys writing as they responded particularly well to LVT and the quieter girls) to see if has had a marked effect on raising attainment.

The impact of LogoVisual Thinking