Talk about Talk Secondary giving young people the

Talk about Talk Secondary - giving young people the skills they need for work Practitioner Training 2018

What is Talk about Talk Secondary? A group intervention Prepares students to co-deliver workshops Talk for Work Profile Completed before and after the intervention to track progress Phase 1: Communication skills – what are they? (Lessons 1 - 4) Student Handbook and individual targets to record and track learning Phase 2: Preparing for the Practice Workshop (Lessons 5 - 8) Course review and applying learning beyond school Phase 3: Preparing for the Employers’ Workshop (Lessons 9 - 12)

Evaluating Talk about Talk Secondary • A range of measures enabled us to triangulate the data to ensure outcomes were met using rigorous and robust methods • Staff self report measure of confidence (adapted from the Speech, Language and Communication Framework) • Young person’s own rating of skills • Staff rating of young persons’ skills • Talk for Work Profile • Interviews with staff, students and employers • Small comparison study

Evaluation key findings • Students’ communication skills made significant improvement; especially ‘checking when confused’, ‘changing their style of talking’ and ‘listening’ • Students became more aware of their communication skills, and of how important they are for work • School staff felt more confident in supporting young people’s communication

Today’s training Session 1: SLC and SLCN at secondary Talk about Talk Secondary Practitioner training Session 2: Running Talk about Talk Secondary Session 3: Tracking student progress Session 4: Planning ahead

Learning outcomes • To have an awareness of speech, language and communication (SLC), including later language development • To have awareness of how communication difficulties (SLCN) can present at secondary age • To understand how to run the Talk about Talk Secondary course, including selection of students and use of the Talk for Work Profile • To understand your role in supporting students to codeliver Talk about Talk workshops

Why language and communication remains important at secondary • Enables thoughts to go from my head to yours • Enables you to check out your understanding • Underpins literacy development, complex reasoning, relationships, successful life outcomes • Continues to develop throughout the teenage years and beyond • Lots of young people have poor language skills

I never said she stole my purse How does the meaning change when different words are emphasised?

The scale of the problem

To develop good language skills a child needs both . . A positive environment providing lots of good quality talk and interaction with the child A genetic make-up enabling language to develop

The communication chain (psycho-linguistic model) Processing skills s ) ill lls sk ski g in ve lk si Ta res xp (e li ls ) sk ills k g s n e i n iv e t pt s Li ce e r (

Communication chain 13

Communication chain 14

Communication chain 15

Communication chain Less severe difficulties with various parts of the communication chain 16

Communication chain 17

Case studies exercise

Rashid: Teacher’s report In school, teachers are worried about Rashid as he approaches GCSEs. He’s a quiet lad and not very confident – he’s always been a bit of a loner except for the few kids he plays computer games with. Rashid is not focusing in class – he often seems to be in a daze when the teachers are explaining important information, he’s doesn’t want to answer questions and usually gets them wrong by forgetting words he’s already been taught. This happens most in his science classes. In Key Stage 3, Rashid kept up quite well with his peers. His book work was neat and usually completed. He did well at practical work and experiments. But during Year 10 and now in Year 11 he’s become really passive and just waits to be told what to do first, and then reminded about the next step, and so on. Once he gets started, Rashid will usually keep going but even then he’s really disorganised so never finishes work in the tight deadlines teachers have to set to cover the syllabus. Rashid’s writing is really vague – lots of ‘things’ and ‘stuff’ – so often he could be talking about anything instead of a science report. 19

Evan: Teacher’s report Evan’s recently been in trouble for little things and this is distracting him from focusing on his GCSEs. He’s usually in trouble because he does something before he’s thought about how it’ll work out, and he’s rubbish at lying so he gets the blame. Sometimes Evan just shrugs when a teacher asks him a question in class, and then when he’s persuaded to explain what he thinks he gets into a confusing ramble and you often end up wondering ‘what was all that about? ’ It’s like he doesn’t understand the work he’s been doing but I know, watching him in practical sessions, that he does. His literacy skills are a worry and he’s had some extra help with this, but it hasn’t made as much difference as hoped. Before GCSEs, Evan worked hard at all his subjects but now he only seems to be making an effort in Food Technology because he’s decided to become a chef. He’s got lots of natural talent, but even there teachers report problems: his last project that he’s really proud of was all over the place; really confusing. The written report was full of spelling mistakes, simple steps were in the wrong order and sentences rambled on for ever. It’s certainly not up to the standard needed for exam success. 20

Paul: Teacher’s report Paul has had problems during the work experience arranged for him at a garden centre and nursery. His home background is very disadvantaged and quite chaotic but the stability of school’s been good for him. One of the difficulties Paul has is working in a small group or team. He either becomes really aggressive very quickly or messes around. He won’t accept anyone challenging what he thinks is best. When his class peers are having a discussion about the topic Paul starts to get angry, putting people down for using ‘big’ words and teachers have to step in before it gets out of hand. Working on his own is normally OK, even though what he produces is pretty basic. Around school, Paul hangs out with a bunch of lower ability students, one of whom Paul calls his ‘butler’. On work experience, problems happened because he said the bosses were treating him badly and ordering him around. And he almost got into a fight with an employee over something that was really just meant to be a joke. When they asked him to work in their shop, they got a couple of complaints from customers about Paul being rude, even though he genuinely didn’t seem to know what he’d done wrong. 21

Amber: Teacher’s report Amber’s always been a talented student who’s worked hard in all her subjects. She’s predicted to get high grades in Science, Maths, Languages, but also in Music, Computing and others too. Amber’s quite shy and has avoided all the distractions of boys and fashion, etc that her peers get caught up with. She speaks quite formally in a voice that lacks much intonation and wears her hair long in a way that reminds me of curtains she can hide behind. She sticks with one or two girlfriends who are also interested in horses. So the school thought a work placement in the office of nearby stables would be perfect. Amber was given a job inputting customer data into the old-fashioned software that the office had been using for ever. Amber thought it would be helpful to update them to a more modern system and quietly went ahead doing the necessary work. The office manager thought Amber was taking a long time doing the work she asked for but let her get on with it. When Amber proudly announced what she’d done, the manager was really angry. She had no idea how to use the new system and when Amber explained to her how it worked, her instructions baffled the older woman. Amber was really surprised by the reaction and refused to return to the office. 22

Receptive difficulties Expressive difficulties Poor language ASD Problems with: Problems with : • Understanding • Explaining • Understanding • Focusing attention • Conversations • Big words • Understanding • Memory • Using the right • Language register • Non Verbal • Word learning • Being organised words • Interacting with others Communication (NVC) Can often catch up • Language register with good support • Interacting with and practice others • Relying on rules and systems But each young person is different and their difficulties are often hidden

SLC in teenage years Later language development is centred on: • • • Word learning and retrieval Figurative language Comprehension, verbal reasoning Sentence structure and narrative Social use of language, conversation Meta-linguistic skills 24

SLC in teenage years Later language development is centred on: • • • Word learning and retrieval Figurative language Comprehension, verbal reasoning Sentence structure and narrative Social use of language, conversation Meta-linguistic skills 25

Behind the behaviour Badly behaved Doing this gets me removed from a difficult situation Not paying attention I can’t understand any of this, so I’ll just play with my phone De-motivated Every time I try to do this it all goes wrong and I feel stupid 26

Behind the behaviour Aggressive Odd response Stupid He thinks I’m stupid and now he’s laughing at me I’m not sure what that question was about so I’ll guess it’s this I can’t put the words together to explain, and it’s taking me ages 27

Communication difficulties terminology • Developmental language disorder (DLD) – difficulty with speech, language and/or communication not arising from any other area of SEN • Language disorder (LD) associated with x – difficulty with speech, language and/or communication arising from another area of SEN 28

‘Features of SENDs’ and ‘Who’s Talking’ exercises In pairs, decide which information refers to each of these special educational needs: • High functioning autism / Asperger syndrome (AS) • Attention deficit / hyperactivity disorder (AD / HD) • Dyslexia or specific learning difficulty (Sp. LD) • Moderate learning difficulties (MLD) • Developmental language disorder (DLD) 29

Indicators of SLCN • Consider their social interaction • Look at their written language • Check how they follow a series of instructions • Consider how they retell a ‘story’ • How do they generate vocabulary? 30

Indicators of SLCN – story re-tell 31 Dr Pamela Snow (2001)

Indicators of SLCN – generating vocabulary • get into pairs • one of the pair will generate as many items from a given category as they can within a minute • the other will note down the items said • speakers, your category is. . • listeners, what did you notice? 32

Today’s training Session 1: SLC and SLCN at secondary Talk about Talk Secondary Practitioner training Session 2: Running Talk about Talk Secondary Session 3: Tracking student progress Session 4: Planning ahead

Principles of the programme • Enable independent communicators • Break skills down • Practise and prompt • Develop reflection skills • Individual goal setting is important • Teach group skills

Overview of Talk about Talk Secondary Phase 1: Communication skills – what are they? (Lessons 1 - 4) Phase 2: Preparing for the Practice Workshop (Lessons 5 - 8) Delivering the Practice Workshop in school Phase 3: Preparing for the Employers’ Workshop (Lessons 9 - 12) Delivering the Employers’ Workshop Reviewing learning 35

Which skills do employers want most? Remembering instructions Confident talking to other people at work or people you don’t know Being friendly and approachable Checks when not sure or Speaking clearly confused Knowing words used in the workplace Using good non-verbal Changing style of talking skills: facial expression, to suit different people or body language different situations Looking interested when Working in a team other people are talking Listening carefully Explaining things carefully 36

Which skills do employers want most? Rank the communication skills like this. . . Least important Most important Be prepared to say why you decided on this ranking 37

Presenting the communication chain Practice and employers’ workshop 38

Introducing the ‘communication chain’ … … which we think is more like a chain reaction Each ‘domino’ has to do its bit so that all the following ones can work too – and all in a split second! 39

Communication chain The first stage is noticing that someone is speaking to you 40

Communication chain Next you look at the other person and listen to what they are saying. . 41

Communication chain Then you have to hear the words … … understand what they mean … and put them together to make sentences that make sense 42

Communication chain Then you look at the other person’s expression and body language … 43

Communication chain … put all that together to understand what has been said. 44

Communication chain Then you need to reply … So, you get an idea about what to say … 45

Communication chain . . . decide what’s appropriate depending on who you’re talking to and where you are. . . 46

Communication chain … find the right words in your memory … put them together to make sentences 47

Communication chain … choose the right expression and body language 48

Communication chain … programme your speech muscles … and speak! 49

Communication chain Check out the other person’s expression, and you’ve got it! Then you have to keep the conversation going! But many young people have difficulties with different parts of this chain reaction 50

Talk about Talk Practice Workshop • Phase 2 of the intervention teaches this • Delivered to a sympathetic audience • Raises awareness of communication difficulties and why developing good communication skills for work is important • Consists of elements of Employers’ Workshop so students build towards this • 30 mins long but can be edited for shorter slots • Unlike the Employers’ Workshop, there are no teams competing for points during the exercises 51

League table of communication difficulties Practice and employers’ workshop • The 10 communication difficulties are displayed in random order • Audience guesses how young people ranked the difficulties • Trainers reveal the correct ranking • Teams get two points if their cards are in the correct position • Teams get one point if their cards are one position from the correct ranking 52

Communication difficulties Working out what other people are thinking People using big words Cooperating with others to get a job done Asking questions when you’re not sure Talking to different types of people in different ways People not giving you enough time to say something Knowing what you want to say but the words won’t come out People talking too fast Explaining something to a group People saying too many things all at once 53

Communication difficulties 10. Asking questions when you’re not sure 54

Communication difficulties 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 55

Communication difficulties 8. Talking to different types of people in different ways 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 56

Communication difficulties 7. People using big words 8. Talking to different types of people in different ways 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 57

Communication difficulties 6. Working out what other people are thinking 7. People using big words 8. Talking to different types of people in different ways 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 58

Communication difficulties 5. People not giving you enough time to say something 6. Working out what other people are thinking 7. People using big words 8. Talking to different types of people in different ways 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 59

Communication difficulties 4. People talking too fast 5. People not giving you enough time to say something 6. Working out what other people are thinking 7. People using big words 8. Talking to different types of people in different ways 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 60

Communication difficulties 3. Explaining something to a group 4. People talking too fast 5. People not giving you enough time to say something 6. Working out what other people are thinking 7. People using big words 8. Talking to different types of people in different ways 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 61

Communication difficulties 2. Knowing what you want to say but the words won’t come out 3. Explaining something to a group 4. People talking too fast 5. People not giving you enough time to say something 6. Working out what other people are thinking 7. People using big words 8. Talking to different types of people in different ways 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 62

Communication difficulties 1. People saying too many things all at once 2. Knowing what you want to say but the words won’t come out 3. Explaining something to a group 4. People talking too fast 5. People not giving you enough time to say something 6. Working out what other people are thinking 7. People using big words 8. Talking to different types of people in different ways 9. Cooperating with others to get a job done 10. Asking questions when you’re not sure 63

Film clips of communication breakdowns Practice and employers’ workshop • Teams watch the films of communication breakdowns • After each film, teams say how the breakdown could be fixed • If a team chooses a good strategy they get a point 64

‘Too much talk’ This short film shows a young person’s first day in a commercial kitchen. After the film we’ll ask you to: • point out what the chef does well • suggest what the chef could do better to help the young person 65

Quiz: Q 1 How many new words do children and young people learn during their school years? • One per day • Three per day • Seven per day • Ten per day 66

Quiz: Q 1 answer How many new words do children and young people learn during their school years? • One per day • Three per day • Seven per day • Ten per day 67

Quiz: Q 2 Children and young people with communication difficulties are at increased risk of developing mental health problems. • TRUE • FALSE 68

Quiz: Q 2 answer Children and young people with communication difficulties are at increased risk of developing mental health problems. • TRUE • FALSE 69

Quiz: Q 3 Over half of UK employers say skills like communication and teamwork are more important than academic results • TRUE • FALSE 70

Quiz: Q 3 answer Over half of UK employers say skills like communication and teamwork are more important than academic results • TRUE • FALSE 71

Quiz: Q 4 In socially deprived areas of the UK, some young people don’t have the language skills they need to do as best they can in school, work and life. What percentage of young people do you think could be affected? • 10% • 20% • 40 -50% • 70% 72

Quiz: Q 4 answer In socially deprived areas of the UK, some young people don’t have the language skills they need to do as best they can in school, work and life. What percentage of young people do you think could be affected? • 10% • 20% • 40 -50% • 70% 73

Practice Workshop Stage: Time Activity 1: Less than 5 Introductions minutes Learning outcomes One presenter or each young person passing to the next? 2: 5 minutes Explain the communication chain What can happen if there are difficulties at particular stages 3: 5 minutes League table of communication difficulties Which parts of communication do young people find most difficult? 4: 10 minutes Communication breakdown films After the films, the audience points out what could have been done better to avoid difficulties 5: 5 minutes Quiz Why do we need to think about communication skills? 6: 30 minutes Thanks to the audience in total Finish 74

Talk about Talk Employers’ Workshop • Phase 3 of the intervention teaches this • For up to 20 staff in organisations providing work experience and employment opportunities • In teams seated ‘cafe style’ competing for points • Assumes beginners’ level knowledge of communication difficulties in participants • Aims to show that a reasonable level of support for communication difficulties can be achieved using basic awareness, common sense and empathy • 80 -90 minutes long 75

Communication breakdown activity Employers’ workshop only • Work in pairs or groups of three • One person takes a sentence and has to get the message across to the others • They can’t use the words in bold • The others can ask questions to help understand the message 76

Communication difficulties can lead to feeling: • • Frustrated Tired Stupid Lacking in self-worth • • Withdrawn Angry Panicked Confused 77

Supporting communication difficulties in the workplace Employers’ workshop only • Think about 12 possible changes an organisation can make to help a young person with communication difficulties Most helpful • Arrange them from MOST helpful to LEAST helpful • Prepare to explain your ideas to the other teams Least helpful 78

Employers’ Workshop Stage: Time Activity 1: 5 minutes Introductions, housekeeping and learning outcomes 2: 10 minutes Explain the communication chain 3: 10 minutes Communication Breakdown exercise 4: 15 minutes League table of communication difficulties exercise 5: 15 minutes Communication breakdown films 6: 10 minutes Exercise: What supports communication in the workplace? 7: 10 minutes Quiz 8: 5 minutes Round up the workshop Points tally, Evaluation, Certificates, Thanks 79

Today’s training Session 1: SLC and SLCN at secondary Session 2: Running Talk about Talk Secondary Practitioner training Session 3: Tracking student progress Session 4: Planning ahead

Talk for Work Profile The Talk for Work Profile will enable you to profile the student’s skills for the workplace It consists of • The Main profile • The Student Self Rating Scale 81

Talk for Work Profile • The Main Profile includes direct questions to complete with the student and observational questions. • The scores from this will give the student a red, amber or green rating of their communication skills for the workplace. • Complete the tracker before and after Talk about Talk Secondary 82

Talk for Work Profile • Print off the tracker and watch the webcast with more information about using it • The scores from the Main Profile can be inputted in to our online tracker. • Once you have inputted the scores you can produce downloadable reports. • Go to http: //icancharity. org. uk/talkforwork to find a webcast with more information about using the tracker. 83

Talk for Work Profile; Student self-rating scale • The student self-rating should also take place before the first lesson of Talk about Talk Secondary. • There are two options for completing the rating depending on how much support the student needs. • The webcast describes this in more detail. 84

Other ways of reviewing progress • As part of reviewing learning in each lesson, orally and in student handbooks • After rehearsals and presentations of workshops • Between phases of the course, using the Communication Skills Action Plan • At the end of the course, repeating the Talk for Work Profile 85

Communication skills: Action Plan Date: Teacher’s name: Communication skill to target (selected from Talk for Work Profile) What already helps me? Look at the blue sections on the Profile Student’s name: How will I improve What progress am I this skill? What hoping to make? strategies will What will this look help me? like? Review date: Review: has the target been met? Yes: completely Yes: partly If partly, list what has been achieved Comments at review stage: Teacher’s signature Student’s signature Date of review 86

Today’s training Session 1: SLC and SLCN at secondary Session 2: Running Talk about Talk Secondary Practitioner training Session 3: Tracking student progress Session 4: Planning ahead

Next steps • What will you need to do next to start running Talk about Talk Secondary • What will you need to do once Talk about Talk Secondary is running? • Discussion to consider. . . 88

Next steps • Level of communication difficulties? • What age / year? Pre-existing groups? • Scheduling lessons? Workshops? • Opportunity for rehearsal before? Reflection after? • Employers’ workshop at their premises or in school? • Link to work experience? • Link to a qualification? • Tracking progress 89

Questions? 90

Course certificate and evaluation Please complete an evaluation of the Talk about Talk Secondary Practitioner Training course online at: www. ican. org. uk/validation When you do this you’ll be able to download a course certificate. Tutor: Date: email: 91

What we 1. Raise awareness of the importance of children’s communication do 2. Provide information about children’s communication development 3. Deliver evidenced-based solutions that help children 4. Run specialist schools for children with complex needs 92

Get in touch W: www. ican. org. uk W: www. talkingpoint. org. uk E: info@ican. org. uk T: 020 7843 2515 Call to book your free and confidential call-back from a speech and language therapist. 93